The Project For Strengthening The Capacity of Tumba College of Technology (TCT) The Republic of Rwanda

Ministry of Education
The Republic of Rwanda
The Project for Strengthening the Capacity of

Tumba College of Technology (TCT)
The Republic of Rwanda
Progress Report No.2
April 2009
Japan International Cooperation Agency
System Science Consultants Inc.

Project Scenes
KSC under rehabilitation Interview for teacher recruitment
Biogas TOT collaborating with MININFRA Biogas training for teachers
ET department meeting IT TAG meeting
Engineering workshop (1) Engineering workshop (2)

CONTENTS
Abbreviations
List of Figures and Tables
1. Background..................................................................................................................... 1
2. Project design ................................................................................................................. 2

2.1 Project outline ........................................................................................................... 2
2.1 Project period ............................................................................................................ 2
2.3 Major stakeholders ................................................................................................... 3
2.4 Project sites and target area .................................................................................... 3
3. Input of experts from September to December 2008 .................................................... 3
4. Activities on project management ................................................................................. 4

4.1 Project Schedule........................................................................................................ 4
4.2 Kigali Satellite Campus ........................................................................................... 4
4.3 News letter................................................................................................................ 5
4.4 Project home page..................................................................................................... 5
5. Activities on output-2 ..................................................................................................... 5

5.1 IT department........................................................................................................... 5
5.1.1 Curriculum revision ........................................................................................... 5
5.1.2 New teaching materials ..................................................................................... 7
5.2 ET department.......................................................................................................... 8
5.3 IT department........................................................................................................... 9
5.4 Equipment and facilities ........................................................................................ 12
6. Activities on output-3 ................................................................................................... 13

6.1 IT department......................................................................................................... 13
6.2 ET department........................................................................................................ 16
6.3 AE department........................................................................................................ 17
7. Activities on output-4 ................................................................................................... 20

7.1 Activities for strengthening the industry relations............................................... 20
7.2 IT department......................................................................................................... 20
7.3 Activities in ET department ................................................................................... 21
7.4 Activities in AE department ................................................................................... 22
8. Future issue.................................................................................................................. 23
8.1 School management................................................................................................ 23
8.2 IT department......................................................................................................... 25
8.3 ET department........................................................................................................ 26
8.4 AE department........................................................................................................ 26
ATTACHMENTS
Attachment 1 Overall project schedule 2009
Attachment 2 Schedule for IT department 2009
Attachment 3 Schedule for ET department 2009
Attachment 4 Schedule for AE department 2009
Attachment 5 Schedule for industry-college relations 2009
Attachment 6 Schedule for equipment procurement 2009
Attachment 7 Minutes of TAG meeting on IT department
Attachment 8 Curriculum of IT department before and after the modification
Attachment 9 Contents of Basic Experiment for ET department
Attachment 10 Equipment list for IT department
Attachment 11 Equipment list for ET department
Attachment 12 Equipment list for AE department
Attachment 13 Training plan for ET teaches
Attachment 14 Profile of AE teachers
Attachment 15 Layout of KSC building
Attachment 16 Program of the engineering workshop
Attachment 17 Questionnaire result on engineering workshop
ABBREVIATIONS
AE Alternative Energy
CITT Center for Innovations and Technology Transfer
EEPIS Electronic Engineering Polytechnic Institute of Surabaya
ESSP Education Sector Strategic Plan
ET Electronics and Telecommunications
ETO Ecole Technique Officialle (Technical High School)
ICT Information and Communication Technology
INGO International Non-Governmental Organization
IT Information Technology
JCC Joint Coordinating Committee
JICA Japan International Cooperation Agency
KCT Kigali College of Technology
KIST Kigali Institute of Science and Technology
KSC Kigali Satellite Campus
MINEDUC Ministry of Education
MININFRA Ministry of Infrastructure
MOU Memorandum of Understanding
NUR National University of Rwanda
PDM Project Design Matrix
R/D Record of Discussions
RURA Rwanda Utility Regulatory Authority
TAG Technical Advisory Group
TCT Tumba College of Technology
TVET Technical and Vocational Education and Training
USA United Sates of America
FIGURES AND TABLES
Figure-1 Result of questionnaire after the technical transfer
Table-1 Outline of Project Design Matrix
Table-2 Input of Japanese experts
Table-3 Input of third country experts
Table-4 Suggestions to the curriculum and corresponds
Table-5 Curriculum modification with reason
Table-6 New teaching materials
Table-7 Issues on ET curriculum
Table-8 Equipment procured for IT department
Table-9 Equipment procured for ET department
Table-10 Equipment procured for AE department
Table-11 Result of technical transfer
Table-12 Observation remarks on ET teachers
Table-13 Time table for IT course at KSC
Table-14 IT Netwrok+ & Server OS Administration Course
Table-15 A+ Hardware IT Professional Course
Table-16 Organization and number of participants to the workshop
1. Background
Rwanda’s Vision 2020 aims at a knowledge-based and technology-led economy and
puts high priority in human resources development in the field of science and technology.
The industrial sector, however, faces the serious shortage of the practical technicians
with the influence of civil war and genocide occurred in 1994. Also in the educational
sector, it is urgently necessary to increase the opportunity of the secondary and upper
level of education as it has been focused on expanding the basic education. Rwanda’s
Educational Sector Strategic Plan for 2006-2010 (ESSP2006-2010), which was
formulated April 2006, emphasizes science technology education as well as nine-year
basic education and aims to develop the human resources for the science technology
sector in each level of education, namely basic education (primary and secondary),
Technical and Vocational Education and Training (hereafter TVET), and higher
education of engineering.
Accordingly the government of Rwanda decided to establish a College of Technology
that has a course for producing higher technicians and set up Tumba College of
Technology (TCT) for that purpose. However there are a lot of issues to be solved in
establishing the college such as school planning as a whole, curriculum development,
training of teachers and staff, establishing a sustainable school management, and
supporting system for employees.
In order to solve these issues, the government of Rwanda submitted a request to
Japan for the Project for Strengthening the Capacity of Tumba College of Technology.
In response to the request, the preparatory study team was dispatched from JICA in
March 2007 to discuss the plan of cooperation with the government of Rwanda and
relevant institutions. As a result, it is decided that “the Project for Strengthening the
Capacity of Tumba College of Technology” shall be implemented for 5 years from July
2007, and the Record of Discussions (R/D) was exchanged between the minister of
MINEDUC and Resident Representative of JICA Rwanda Office on 31 May 2007.
The Project is composed of two stages (1 year and 4 years) in total for five years. The
first stage is a pilot stage for one year that aims to establish basic foundation of the
school and formulate the detailed cooperation plan for the 2nd stage. At the first stage, a
Japanese long-term expert as a project coordinator and short-term experts for school
management and three courses, such as information technology, electronics and
telecommunication, and alternative energy, were dispatched by JICA. By the
cooperation of these Japanese experts and Rwandan counterpart personnel, TCT was
successfully established August 2007 in Rulindo District as the first A1 college (high
technician level) in Rwanda. In February 2008, JICA sent a mission for evaluating pilot
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phase and planning of the 2nd stage to TCT. The mission confirmed the achievement of
the basic foundation of the school management. MINEDUC and JICA mission team
both have finalized, therefore, that the project could proceed to the 2nd stage as planned.
The Project Report No.1 was submitted December 2008 covering the activities from
September to December 2008. This Progress Report No.2 describes the activities of the
project from January to April 2009.
2. Project design
2.1 Project outline
The outline of Project Design Matrix (PDM) is shown below.
Table-1 Outline of Project Design Matrix
Duration July 2007 to June 2012 (5years)
Direct Target Teaching staff and administrative staff of TCT
Indirect Target TCT students, industry relating to ICT and energy, rural community
Human resource development in science, technology and innovation in Rwanda

Overall Goal
is promoted through the capacity development of TCT.
TCT becomes an effective A1 level institution that provides practical technical
Project Purpose
education and training relevant to industrial and social needs.
Output 1 The basic management system of TCT is established.
Output 2 A course management cycle is established.
Technical, Pedagogical and managerial skills of TCT staff
Output 3
Outputs (teaching staff and administrative staff) are improved.
The management capacity including employment
Output 4 promotion and income generation activities of TCT is
enhanced.
2.2 Project period

The 2nd stage of the project is from September 2008 to June 2012 which is divided
into four sections as follows.
Section1: from September 2008 to December 2009 (16months)
Section2: from January 2010 to December 2010(12months)
Section3: from January 2011 to March 2012 (15months)
Section4: from April 2012 to July 2012
2.3 Major Stakeholders

z Responsible Agency
Ministry of Education (MINEDUC)
2
z Project Implementing institution
Tumba College of Technology (TCT)
z Beneficially
Direct Beneficially: staff in TCT (Administration, Academic)
Indirect Beneficially: Students in TCT, Course related industries and
community
z Donor Agency
Japan International Cooperation Agency (JICA)
2.4 Project site and target area

TCT main campus at Tumba in Rulindo district and its satellite campus in Kigali are
the project sites. Project offices locate both at the main campus and Kigali Satellite
Campus. While teachers and students in TCT are direct beneficially of the project, the
course-related sector and communities will be indirect beneficially. Areas of activities,
therefore, will be covered throughout Rwanda.
3. Input of experts from September to December 2008

The input record of Japanese experts from January to April 2009 is shown in the
table-2. Six experts were dispatched with the total input of 9.83M/M in this period. The
expert in charge of the Alternative Energy visited Nepal for 0.33M/M in April for the
discussion of the various plans relating to the activities with Nepalese resources.
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Table-2 Input of Japanese experts
2009
Expert Name Title M/M
January February March April
Ryuichi Nishiyama Chief Advisor 2.50
Training Planning /
Atsushi Takahashi 1.90
Project Management
Information Technology
Takeshi Sasahara 1.00
(Netwrok)
Electronics and
Masakuni Taki 1.00
Telecommunication (1)
Electronics and
Kenji Nakajima 1.10
Telecommunication (2)
Keiichi Yoshida Alternative Energy 2.33

(Nepal)
Total M/M 9.83
As the third country experts, the project received four Nepalese in the field of
Alternative Energy. The total assignment period of the third country experts is 4.63M/M
as shown in Table-3.
Table-3 Input of third country experts

2009
Expert Name Title M/M
January February March April
Krishna Nakarmi Microhydro Power 1.30
Ravi Chhetri Biogas 1.47
Karuna Bajracharya Sociology 0.93
Satish Aryal Improved Cooking Stove 0.93
Total M/M 4.63
4. Activities on project management

4.1 Project Schedule
The project schedules on overall project, each of the department, the industry relation,
and the equipment provision are shown in the attachment 1 to 6.
4.2 Kigali Satellite Campus

The rehabilitation of the building of TCT Satellite Campus is under rehabilitation
supported by the finance of the counter part fund accumulated through Japan’s
non-project grant aid. TCT has so far only one small building in the compound of KIST
CITT at Remera area, but expects to have more in the future. The rehabilitated building
has the spaces for the satellite administration office and also the classrooms for
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conducting the IT course targeting outsiders as one of the income generation activities.
4.3 News letter

The first edition of the project news letter was issued in February 2009. It describes
the introduction of the project and some events that TCT recently had. The news letter
was distributed to the relevant bodies in Rwanda.
4.4 Project home page

The project home page was established in JICA home page. The URL of the project
home page is http://www.jica.go.jp/project/rwanda/0613816/. The home page introduces
the project outline, activities and project news.
5. Activities on output-2
The output-2 of the project is “A course management cycle is established”. This
chapter describes the activities relating to the output-2.
5.1 IT Department
5.1.1 Curriculum revision
The TAG meeting on IT department was held on 22 April where the following
suggestions were made by the participant. The minutes of the meeting is as per
attachment-7. The table-4 shows the suggestions and corresponds.
Table-4 Suggestions to the curriculum and corresponds

No. Subject Suggestions Corresponds
1 Network 1. VoIP, IP PBX is not 1. Adding VoIP, IP PBX
Administration I included 2. Not add PoE because it is
2. No explanation of PoE CCNP level
switch and normal switch
2 Network 1. Add duplication of 1. Not add because CCNA
Administration II network includes STP
2. Add wireless network 2. It is included in CCNA but
3. Add DCT using in the increase practical exercise
company 3. Not add because it is not
common
3 Internet Server 1. Add Remote Management 1. Not add because it is not
Installation Card common
2. Add video voice streaming 2. Examine to add in
3. Add Windows Server Windows Server
beside in addition to 3. Add Window Server
Linux Server
4 PC Maintenance 1. Add computer 1. Already included
5
architecture
5 Computer Application 1. Rename into IT with 1. Examine renaming
Application
6 Introduction to 1. Add Introduction to Linux 1. Already included
Programming 2. Add C language 2. Add C language
Database 3. Add Introduction to PHP 3. Already included
and MySQL
7 Software Development 1. Rename Technique into 1. Examine renaming
Technique Fundamental
8 Software Development 1. Rename into Web Based 1. Examine renaming
Fundamental Application Software
9 Web Design for 1. Rename into “Web Design 1. Examine renaming
Software Development Tools and Techniques” or
“Web Design Standards”
10 Introduction to IT 1. Delete “Introduction” 1. Examine renaming
Trend
Having examined the above suggestions, it was decided to modify the curriculum as
follows.
Table-5 Curriculum modification with reason

No Modification Reason
1 The name of “Computer Application” is The “Computer Application” is too general
renamed into “Computer User Application” for the subject including user application
such as OpenICDL and Browser utilization.
The Mozilla version was deleted from the
curriculum.
“K Desktop” was changed into “Desktop”.
“Ximian Evolution” was changed into
“Thunderbird”
2 “IT Essential 1” and “IT Essential 2” were The basics such as PC hardware and OS
taken from “Network Administration I” and utilization are necessary from the 1st
“PC Maintenance” respectively. IT Essential semester.
1 and 2 will be an independent subject “IT The teaching period of “Network
Essential” to be taught in the 1st semester. Administration I” was extremely long
compared with other subjects.
3 C Programming was added in “Introduction AE students are studying C language.
to Programming and Database” The description of “SUSE Linux” was
changed into “Linux” because it is not needed
to limit the distribution name in the
curriculum.
4 The name of “Software Development The subject name was changed according to
Technique” was renamed into “Software the contents.
Development Methodology”.
5 The name of “Software Development The subject name was changed according to
Fundamental” was renamed into “Web Based the contents.
Application Fundamental”.
6 The name of “Network Administration” was Since “IT Essential 2” was deleted from
changed into “CCNA 1, 2”. “Network Administration I” the subject
name was changed according to the contents.
7 “Windows Server” was added in the 3rd It has been requested by TAG member, C/P
6
semester. and students for a long time. MINEDUC has
an MOU with Microsoft in which Rwandan
academic institute can download products of
Windows Server (though there are some
limitation of the validity in one month after
installation). The teaching materials will be
prepared by the teachers with Mr. Saran’s
help.
8 The name of “Software Development with The subject name was changed according to
JAVA” was changed into “”Object Oriented the contents.
Programming”.
9 The name of “Web Design Technique” was The subject name was changed according to
changed into “Web Design Standard”. the contents.
10 The name of “introduction of IT Trend” was The subject name was changed according to
changed into “IT Trend” the contents.
The teaching materials developed by JICA
project in Myanmar will be provided.
11 The name of “Internet Server Installation” Not only internet server but also the server
was changed into “Linux Server”. service used in the LAN with Linux is
taught.
DHCP and monitoring tool, IP PBX were
added.
The description of “SUSE” was deleted
because It is not needed to limit the
distribution name in the curriculum.
IP PBX materials which were transferred in
JICA project in Myanmar are provided.
12 The name of “Advanced Software The subject name was changed according to
Development” was changed into “Web the contents.
Application Advanced”. Also specification of PHP version was
deleted.
As a result, the curricula before and after the modification are as per the
attachment-8. The outline of the curriculum was modified as above. But the detail of the
contents should be finalized by the teachers themselves by the next semester.
5.1.2 New teaching materials

According to the modification of the curriculum, the necessary teaching materials
were prepared as follows.
Table-6 New teaching materials

No. Teaching materials Reason
1 IP PBX: Asterisk Referred to the opinions of TAG members, the contents of
(asterisk-0.01.doc) VoIP, IP PBX were added in “Linux Server”.
(65 pages) The teaching materials developed by JICA project in
Myanmar will be used.
The Japanese expert did not have time for technology
transfer to the teachers but Mr. Saran will do.
2 OpenLDAP The user administration of the students and staff on the
7
(177 pages) server is not carried out at this moment, but it will be
controlled by a central administration system with
OpenLDAP. Then it can be possible to control the user
administration, mail user administration, user of course
administration system (Moodle) as a single package. This
system is already used in JICA project in Myanmar.
transfer to the teachers but Mr. Saran will do.
3 Linux Administration It was used in the technical transfer for Linux.
(162 pages) The teaching materials were re-used from the ones of
JICA project in Myanmar.
4 Linux Server The rule of internet access for the students and the
(150 pages) teachers was changed with the proxy server at Tumba
● ACL (The students’ access tome was limited.)
● Delay Pool (The students’ access speed was
limited.)
● Dans Guardian (The students accessible
web-sites were limited.)
● ClamAV (Virus download was blocked.)
transfer of the settings to the teachers but Mr. Saran will
do.
5 Linux Management and The Japanese experts explained the network monitoring
Security tool, Cacti, Nagios, Ntop to the teachers and the
(149 pages) administrator.
6 Misc (VMware, VPN, FreeNAS, It is used in the technical transfer of installing VMware
PXE Boot, Server.
openSUSE-Education, etc) FreeNAS (NAS server) was introduced to TCT. The
(228 pages) Japanese expert did not have time for technology transfer
to the teachers but Mr. Saran will do.
It is used in the technical transfer of PXE Boot.
The library administration system included in
openSUSE-Education was explained to Mr. Saran so that
he can instruct it for TCT library.
7 New Technology Trend The textbook “New Technology Trend”, which was made
(36 pages) in JICA project in Myanmar, will be used in TCT, since
the teaching materials prepared by the teachers are
insufficient.
The Japanese expert did not have enough time for technology transfer to the teachers
during his stay in Rwanda. Mr. Saran will continue the technical transfer with above
materials under the supervision of the Japanese expert.
5.2 ET Department
Through the observation by the experts, the following issues are found regarding the
curriculum and syllabus.
8
Table-7 Issues on ET curriculum
Time table The time tables of 2nd and 4th semester show no indication of lecture, practical
lesson, or tutorial.
Practical Practical lessons are not conducted as required. TCT is supposed to have the
lessons practical lesson by 60% of the curriculum However the department are
conducting the practical lesson only in PC Maintenance, Introduction to
Telephony, CCNA1, and circuit related subjects.
Teaching The theories which is far difficult than the practical system are taught in the
Contents classroom. For example, in the lecture of Introduction of Control System the
teacher explains very complicated numeral formula but did not explain the
relation to the actual system or did not show any examples how to increase the
stability of the system and so on.
Experiment The experiment manuals are not used effectively. Most of the teachers do not
manual understand the contents. Therefore they are not able to prepare the experiment
properly. Also some manuals are not suitable with the equipment in TCT.
Having examined the subject constitution of ET curriculum and the level and
students and teachers, a new subject “Basic Experiment” was introduced by the experts
with the outline of the contents. The attachment-9 shows the outline.
The experts examined the time tables and advised the department to conduct more
practical lessons with effective utilization of the equipment ever prepared.
No changes had been made to the contents of the syllabus during the period of
January to April 2009. However it was pointed out that it should be utilized through the
consideration of the balances among the topics as well as the range and deepness of the
contents to be taught.
The experts arranged to have the latest versions of the experimental manual being
used EEPIS so that TCT can utilize them in the practical lessons.
5.3 AE Department
The facts and the observation through the activities of the Japanese and Nepalese
experts for AE department are as follows.
(1) Current situation of the students

The 45 students of 2007 intake (the 1st batch) are in their 4th semester where they
study the construction work for AE technology and carry out their own projects. In
conducting the projects, the students shows more aggressive attitude than ever such as
collecting AE information valuable even to the experts and asking for expert’s opinions
toward briquette casting equipment, which was made by the students themselves. The
9
second batch of 53 students is in the 2nd semester in which they start learning mainly
basic AE technologies.
All of the 1st batch students are ETO (technical high school) graduates who have
studied the basic of electric and mechanics. On the other hand, the 2nd batch students
consist of 47 graduates from ordinal high school and 6 ETO graduates. It means that
the 2nd batch students are good at mathematics and English while most of them did not
studied electric, mechanics and drawings which are necessary as for the foundation of
AE technologies. This lack of basic knowledge brings difficulties in acquiring the skills
of Solar PV and Micro-hydro technology.
(2) Study environment and motivation

TCT does not have enough educational environments since it is still preparing
necessary equipment, materials, and technical books. Some students complain about
such environment, but some students make efforts to up-level their skills with their
own ideas and motivations even in the limited facilities. They show their motivations
through participating in the survey for micro-hydro demonstration, the construction of
biogas dome for training teachers, and manufacturing the Nepalese style improved
cooking stove.
(3) Poor teaching materials for the teacher

The teachers are preparing their teaching materials mostly based on the books in
KIST and TCT library and sometimes the handouts of their training in Nepal.
Preparing the teaching materials would make the teachers’ burden too heavy. They
cannot have enough time to examine the contents of their classes.
(4) Teaching method and contents

The teachers are reading their memorandum and copy down some necessary parts in
their class. Therefore the students are not in a position to learn the necessary
technologies through the textbook. Since the teachers provide the lectures within their
limited range of knowledge and information, the students cannot indentify the
importance among the topics. The lectures are sentence-oriented. The teachers are not
work out with drawings or pictures to make students understand well.
(5) Specialization of AE technology and social needs

In order to produce the technicians with professional expertise, the idea of separating
the class in terms of the energy-related contents into two courses – namely electric
10
(micro-hydro and solar-PV) and thermal (biogas, biomass, improved cooking stove, and
solar heater) was examined for deeper understanding. However this idea was not taken
due to the fact that the prospect of employment opportunity cannot be prioritized in
every AE field since most of the AE projects are still lead by donors’ initiatives.
The activities and outcomes by the experts are as follows.
(1) Review and modification of the curriculum and syllabus

Having examined the students’ background and the social needs of human resources,
the modification had been made in November 2008 that the two subjects “Measurement
and Instrument” and “Introduction of engineering material” were deleted and necessary
topics on those two subjects should be taught in other related subjects. Also “Technical
drawing I” and Technical drawing II” had been newly added as for the important basic
skill.
There are many students who cannot understand the drawings and circuit diagram,
which are the basic elements in the technical education. The teacher’s guide for the
drawing was given from the expert to the teacher in charge. Then the drawing lesson
was started from January 2009 as one of the subject in AE. It is necessary for the
teachers to have training of how to write and read the technical drawings. The expert
will train the teachers in the future.
(2) Special lecture in the class by Nepalese expert

The series of special lecture were conducted for 3 hours each on sub-sectors by
Nepalese experts. The lectures were evaluated by the students with their finding sheets.
The evaluation results indicate that the students are satisfied with the lectures and
expected to have more series. Also it is effective for the experts to capture the students’
technical level through the lecture. Therefore the special lecture will continue. The 2nd
batch was rather aggressive. They attended more than the 1st batch and asked more
questions. Many students were late for the lectures. Once the lecturer has refused
latecomers of more than 15 minutes, the number of latecomers decreased.
(3) Formulation of the course manuals

The Japanese AE expert visited Nepal in April 2009 and reached the agreement with
Nepalese side that formulation of the course manual would start from May 2009. The
manuals will be written by the group mainly consisting of the Nepalese experts who
have dispatched to Rwanda for the project. The manuals for the 1st and 3rd semester
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will be completed by August, and the ones for 2nd and 4th will be done in December
2009.
5.4 Equipment and facilities

The necessary components of the equipment were procured from January to April
2009 for each department according the plan that has been formulated in December
2008. The total cost for the equipment procured in this period is RWF177,549,315. The
components of the equipment and the cost amounts for each department are as follows.
The equipment lists for IT, ET and AE departments are as per attachment-10, 11 and 12
respectively.
Table-8 Equipment procured for IT department

Component Amount(RWF)
Network Equipment RWF15,533,281
Cables (Kigali Campus) RWF9,375,984
Total RWF24,090,265
Table-9 Equipment procured for ET department

Component Amount(RWF)
Switches/Relay/Wiring Devices etc. RWF22,753,559
Motor/Power Factor Meter RWF23,482,347
Arc Welding Machine RWF21,987,172
Galvanized Sheet RWF 19,424,574
Steel Plate/Drawing Equipment RWF 29,322,903
Biogas Equipment RWF 15,152,970
Biogas Equipment RWF 534,000
Total RWF 132,657,525
Table-10 Equipment procured for AE department

Component Amount
PC/Scanner RWF 9,125,705
Antenna Propagation RWF 3,037,820
Books RWF 1,239,000
Laptop PC RWF 6,580,000
Total RWF 19,982,525
All of the above equipments were procured in Rwanda. The equipments that are not
available in Rwanda were supposed to be procured in Kenya with the budget of
JPY2008. However the procurement procedure has been delayed into JPY2009 since it
took longer time to select the reference models and specifications fit to the purpose of
use in TCT.
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For the AE department, the construction of open shed has been decided in TCT for
manufacturing and experiment of the improved cooking stoves by using clay and
generating smoke. Due to the delay in starting the work, in procuring the construction
materials, and in arranging the workers, the construction was behind the schedule in 3
weeks. Since it was not completed during the experts’ stay in Rwanda, the work for
improved cooking stove was done in the existing kitchen facility of TCT.
The arrangement by TCT should be improved based on this lesson learned, such like
that the work shall be supervised under the task list, and a procurement officer shall
attend the arrangement meeting accordingly etc.
The output-3 of the project is “Technical, Pedagogical and managerial skills of TCT
staff (teaching staff and administrative staff) are improved”. This chapter describes the
activities relating to the output-3.
6.1 IT Department
The following observations are found through the activity of the Japanese expert in
charge of IT department.
(1) Teachers’ working attitude

In fact most of the teachers are not at their work station except the time of their
classes and are doing other activities in Kigali apart from the tasks for TCT. Therefore
only a few teachers are working in the staff room. The reason is that they can earn
significant amount by working as an IT consultant, in which they just install anti-virus
software or MS Office. Staying in Tumba does not attract the teachers. Also they do not
want to participate in the training unless they receive incentives. When the Japanese
expert conducted his training in Kigali, more teachers attended since they received
daily allowance from TCT.
(2) Stability of the workforce

At this moment following 5 teachers out of 9 are not reliable as IT teachers in TCT.
Jean: started working in RURA
Sada: preparing to study in USA
Muganga: never appeared during the expert’s stay
Gilbert: attended a few times during the expert’s stay
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Marc: attended a few times during the expert’s stay
TCT is planning to open its Kigali satellite campus where a new IT course will be
conducted. However IT department has no human resources who have responsibility to
be in charge of the course. Strengthening the human resource is urgently necessary.
(3) Teaching method

In the classroom, a teacher just copy down his memo on the blackboard and the
students are writing down it. Sometimes teacher asks a question and points out one
student, then the student goes to the blackboard and write an answer. The teacher asks
other students whether the answer is correct or not. Every class is conducted in the
same cycle.
During the expert’s stay following activities are conducted in IT department.
(1) Presentation by the participant to the training in Japan

In IT Department, the presentation of the training participants has never done before.
The participant to the training in Japan made his presentation in IT department
including the principal and administration staff on 24 April 2009.
(2) Technology transfer

The trainings to IT teaching staff were delivered by the Japanese expert in the field of
computer network for one month in April 2009. The contents of the expert’s technology
transfer were supposed to be as follows.
¾ IP PBX (Asterisk)
¾ Moodle
¾ OpenVPN
¾ OenLDAP
However since the above contents are difficult for the teachers, they requested the
expert to transfer a lower level technology. Then it was decided to have training with
the contents equivalent to Linux LPIC level-1, which is rather rudimentary. “Linux
Administration” was used for the teaching materials.
In the technical transfer, the teaching material administration, the attendance

administration, the examination, and the questionnaire were conducted with the course
administration system (Moodle) operating on the TCT server. The operation method
was taught at the same time for the practical utilization by the teachers in their classes
14
after the training.
Table-11 Result of technical transfer

Name Attendance Task Total Result
Oscar 100 95 98 Pass
Herbert 95 98 97 Pass
Emile 86 93 90 Pass
Muhamad 100 79 90 Pass
Philip 91 85 88 Pass
Jean 59 86 72 Fail
Marc 64 57 60 Fail
Fabrice 32 69 50 Fail
Tony 59 40 50 Fail
Sada 36 14 25 Fail
Gilbert 36 11 24 Fail
Muganga 0 0 0 Fail
The questionnaire was done after the technical transfer by the expert by using TCT’s
course administration system. The contents are based on the following two formats
which are used in many other educational institutes.
¾ COLLES (Constructive On-Line Learning Environment Survey)
¾ ATTLS (Attitudes to Thinking and Learning Survey)
The expert instructed the teachers how to operate the questionnaire with the course
administration system so that they can conduct other kinds of questionnaire to the
students. The output of the system is as follows.
15
Figure-1 Result of Questionnaire after the technical transfer
26 questions in the 6
categories as follows
z Relevance
z Reflective
Thinking
z Interactivity
z Tutor Support
z Peer Support
z Interpretation
20 questions in the 2
categories as follows
z Connected
Thinking
z Separate
Learning
According to the COLLAS result, it is found that the highest data is “Relevance” and
the lowest is “Peer Support”. It means that they feel the relevancy of the training but
their learning with each other’s support is not enough. The supporting system among
the colleagues may be needed.
6.2 ET Department
(1) Interview and class observations
Three teachers have left TCT and 4 new teachers were recruited. Then the total
number of the teacher is 9. The two Japanese experts have interview and observed the
classes of some teachers, then pointed out some remarks as follows.
16
Table-12 Observations Remarks on ET teachers
Teacher’s Name Observation Remarks
Aimable Not cooperative to the expert’s activity. Theory and numeral formula
oriented in the explanation of logic circuit. Less ability in observation of
physical phenomena. Self-confident.
Sylvere Does not understand the relation between the theory and practical control
system. Need to conduct classes with analysis, numeral formula
expansion, application to the theory, and limitation of the theories without
relying on numeral formula.
Jean Pierre Has a pending issue on stability of the electric current in antenna
experiment. It is found that the swinging is inevitable due to minimal
current and will be no problem in decibel display. He requested another
analyzer but was convinced to conduct with existing equipment.
Emmanuel Was convinced to understand that the communication technology be
evaluated in the occupied bandwidth no matter it is digital or analogue.
Mpanzie Was convinced to understand that no matter it is digital or analogue the
communication system has not only an arterial system but also subscriber
system, which consists of three technologies such as exchange,
transmission, and wireless.
Amini Not cooperative to the expert’s activity. Selfish in behavior. Sometimes
explains wrong things but never show remorse. Less conscience as
engineer.
(2) Formulation of the teacher training plan with EEPIS

EEPIS has a successful story with the support of JICA’s technical cooperation. The
project has been coordinating to utilize the resources of EEPIS into TCT. The 2009
schedule of receiving EEPIS instructors to TCT as experts and dispatching TCT
teachers to EEPIS for their training was formulated as per attachment-13.
Three experts will be dispatched for 5 to 6 weeks from May 2009 for the Special
Practical Session for the 1st batch students. Four teaching staff will visit EEPIS for 4
week training. Two teachers and on technician will have the same course “Basic
Experiment” and develop the teaching materials completely so that they will be able to
conduct the same subject in TCT. The other one will have a training of optical
communication and collect information of the necessary experimental equipment for
that subject.
6.3 AE Department
The current situations observed by the experts in terms of the human resource on AE
department are as follows.
(1) Recruitment of teachers and technicians

In order to fill the vacancy of teaching staff to be allocated for the 2nd and 4th
semester, 4 teachers and 2 technicians were recruited so that the total number of AE
17
teaching staff became 15. The teachers profile is as per attachment-14.
(2) No trainings for new teachers

The teachers who were newly recruited in January 2009 were forced to be allocated to
some subjects just after the next week of their employment without having any training
for AE technology and pedagogy. The teachers are busy for preparation and conducting
of the classes. The teaching level is low.
(3) Necessity of have AE model plant

Although the project has been conducting the training in Nepal, dispatching Nepalese
experts, AE site observations, the level of teachers is still not enough. It is useful to
have model AE plants in the campus so that land-survey, measurement, designs,
installation can be practically operated by them selves.
The following activities are conducted by the Japanese and Nepalese experts.
(1) Identifying the taskforce members on each field

The field of Nepalese experts varies in biogas, micro-hydro, solar energy, improve
cooking stove, biomass, sociology, and electric. It is impossible for all teachers to be
trained in every field. Therefore the taskforce members were identified on each field,
consisting of 4 to 6 teachers for every field.
(2) Technical transfer

1) Biogas
Under the collaboration of MININFRA, the trainers’ training for biogas theory and
practical work was implemented at TCT in January 2009. The trainees were from other
organizations and were supposed conduct trainings to their local area after this training.
5 teachers out of biogas taskforce team participated in the training. Some teachers
became confident of the skills through the practical training, but some who are not
interested in the technology captured less. Due to the delay of preparation of necessary
materials, the construction did not complete during the expert’s stay in Rwanda. The
remaining parts will be followed in the intensive practical course scheduled in May.
2) Micro-hydro
Under the concept that the teachers learn the survey, designing, installation and
supervising through the practical experience, the basic design of a micro-hydro plant
18
and a miniature micro-hydro facility were implemented. The work was carried out with
direct instruction to the taskforce members on land-survey, plant calculation, designing,
drawings, cost estimation, and trial manufacture of an expansion joint in Rwanda. This
practical training resulted insufficient for the teachers due to the difficulty of
micro-hydro designing, no experience of cost estimation, and so on. The construction of
micro-hydro model plant was suspended at the stage of basic design because the
estimated cost was three times higher than the expected budget. The reason of
increasing the cost might be caused of high customs duties (30%), VAT (18%), expensive
materials such as cement, and also insufficient price assessment. On the other hand,
the basic design of the miniature micro-hydro facility was completed. It will be
manufactured in Nepal and transferred to Rwanda around August 2009. The student
will be able to understand the micro-hydro system visually.
3) Sociology / organization and regulation on improved cooking stove

The importance of social consideration in implementing AE projects is not recognized
in Rwanda yet. The social development by a participating type is not understood. The
instructions of base-line survey method such as questionnaire and interview are not
implementing in the college. The experts visited with the taskforce members to the
project sites supported by INGO and observed the biomass project. Then the experts
explained the importance of social consideration through the activities outside the
college. Since most of the instructions are made top-down it is difficult for Rwandan
teachers to understand the importance of bottom-up approach and gender consideration.
Therefore the continuous instructions with site observation will be necessary in the
future. Also the experts need to keep training the teachers and students in making
questionnaire, survey implementation and analysis.
4) Improved cooking stove

The expert and the taskforce members made the survey of Rwandan’s living
environment and cooking situations so that they could understand the needs of
improved cooking stove and examine the model fit to Rwandans’ living style. Then they
made a Nepalese style improved cooking stove and compare it with Rwandan model by
performance test. Through these works, the taskforce members understood how to
make an improved cooking stove and also how to conduct the combustion test. It will
help them in the classroom. The taskforce members are supposed to manufacture an
improved cooking stove by themselves and implement the combustion test with it.
19
The output-4 of the project is “The management capacity including employment
promotion and income generation activities of TCT is enhanced”. This chapter describes
the activities relating to the output-4.
7.1 Activities for strengthening the industry relations

(1) Job-opening information
The job-opening information, which has been collected through the “Needs Survey”
conducted by the local consultant company under the subcontract of the project, were
open to all the students. The opening sheets are put in the TCT library so that every
student can see and obtain the information of their interesting companies.
(2) Preparation of industrial attachment

The industrial attachment is scheduled to be conducted from July 2009. The newly
employed officer in charge of the industrial relations has been preparing the industrial
attachment. However the capacity of human resources for this activity is insufficient.
The project is planning to support this activity by subcontracting a local consultant.
7.2 IT department
(1) Preparation of IT Course for outsiders
IT department has a plan to conduct IT course for outsiders at Kigali Satellite
Campus (KSC) located in the compound of CITT at Remera area. The building is
currently under rehabilitation. It will have the facilities of a computer network
classroom, a hardware classroom, a server room, and staff rooms. The layout of the KSC
is as per attachment-15.
The plan of the courses and the time table to be conducted is as per the table 13 to 15
below.
Table-13 Time table for IT course at KSC

Time Table Day Time
Full-Time Monday to Friday 9.00 AM to 4.00 PM
3 month course (Lunch From1.00 PM to 2.00PM)
Part-Time Monday to Friday 5.30 PM to 8.30 PM
5 month course Saturday 9.00 AM to 1.00 PM
20
Table-14 IT Network+ & Server OS Administration Course
Module Subject Theory Practical Full-Time Part-Time
Hours Hours days Days
Module – 1 Network Fundamentals 25 25 9 17
Module – 2 Network Architecture & 40 25 11 22
Network Protocols
Module – 3 Cisco Routing & Switching 25 30 10 18
Module – 4 Windows & Linux Server 20 70 12 30
Administration
Module – 5 Wireless Networking & 20 30 9 17
Wireless Security
Module – 6 Network Security & Monitor 25 50 13 25
& Management
Total 155 230 64 129
Table-15 A+ Hardware IT Professional Course

Module Subject Theory Practical Full-Time Part-Time
Hours Hours Days Days
Module 1 Introduction to Computer 40 30 12 23
subsystem & Architecture
Module 2 Disk & Memory 25 10 6 12
Module 3 Computer Assembling 10 20 5 10
Module 4 Operating System 30 50 14 28
Module 5 Fundamental of Networking 30 30 10 20
Module 6 Basic Electronics & IT Equipment 30 60 15 30
Troubleshooting
Total 165 200 62 123
(2) TAG meeting

As mentioned in 5.1.1, the IT TAG meeting was held at Kigali Serena Hotel on 22
April 2009 inviting the key persons from NUR, KIST, and IT companies. Total 16
persons have attended from outside the college. The purpose of TAG is not only to make
the curriculum fit to the industrial needs but also to strengthen the relation between
academia and industry. The seminars by the expert and Mr. Saran (third country IT
consultant) were also provided to the participants in the TAG.
Also TCT requested the IT companies to receive the students for the industry
attachment.
7.3 Activities in ET department

(1) Site Visits
The ET department is conducting site observations as one of the activities of the
21
classes. The students visit Rwanda TV and Deutsche Welle, and see the actual working
situations of broadcasting system. In other activities, the networking is not very strong.
(2) Engineering Workshop

Engineering Workshop sponsored by JICA Rwanda Office was held from 14 to 16
March 2009 at TCT inviting total 61 students and teachers from NUR, KIST, KCT,
ETOs and TCT. 8 students participated from TCT. The workshop program is as per
attachment-16. The number of participants and their organizations are as follows.
Table-16 Organization and number of participants to the workshop

University Technical College Technical High School
NUR 6 TCT 8 ET SOS 5
KIST 8 KSC 4 ET SAVE 5
ETO Kabayagi 5
ETO Gitarama 5
ETO Nyamata 5
ETO Kibungo 5
ETO Muhima 5
The purpose of the workshop is to provide the students on the technical education
with the opportunity of experience of manufacturing technical products by themselves,
and then the students can acquire the practical techniques and recognize the
importance of creativity as well as teamwork through the competition.
In the workshop one group consisting of two participants from the same organization
made a remote controlled car powered by electric motors. The ET teachers and some
JOCV members helped participants in technical aspect. On the third day, which is the
last day of the workshop, the tournament race was conducted.
It was the first experience for most of the participants. Everyone was very much
excited in creating a small car with the technology that they knew but never used before.
Throughout the workshop the network was established both at the school level and the
individual level. The result of questionnaire on the workshop collected from the
participants is as per attachment-17.
7.4 Activities in AE department

(1) Recommendation of establishment of AE committee
Based on the partnership between TCT and Tribhuvan University in Nepal, the way
for strengthening the “academic” field was opened. On the other hand, in the
“industrial” field the company association has just been established last year, which has
less activity. The recommendation of establishment of a committee for promoting the
22
collaboration among government, industry and academia for the spread of use of
alternative energy was submitted to the minister of MININFRA.
In order for Rwandans to develop and diffuse AE technology by Rwandans themselves
without relying on the donors’ projects, the collaboration among government, industry
and academia must be needed. There are many problems such as insufficient human
resources, insufficient government support, no analysis of the past projects, and leaving
problems unsolved. The issue is that there is no discussion among government, industry
and academia for Rwandan’s initiative in AE.
(2) MOU with MININFRA

The MOU was exchanged with MININFRA regarding technology development,
information sharing, and training implementation. Based on the MOU some of the
collaboration works such as biogas TOT were already started as mentioned in 6.3.
(3) Collaboration with Rulindo District

The Mayor of Rulindo District and the military commander of the district visited TCT.
The AE Department introduced the improved cooking stoves of Nepalese type and
discussed about the collaboration of manufacturing and experiment of the improved
cooking stoves. As a result, it was decided that the military would manufacture a
Rwanda type and the Nepalese expert would instruct for making Nepalese type of
improved cooking stoves. The experiment resulted that the combustion efficiency of the
Nepalese type is 25% higher than the Rwandan one.
8. Future issues
8.1 School management
(1) Staff recruitment
The recruitment at TCT has been attracting only fresh graduates, who cannot take up
positions like lecturers, senior lecturers, professors etc. This has been hampering the
progress of the college especially by lacking critical ideas. The temporary experience
staff should be hired on contract base.
(2) Staff retention

The most crucial issue is academic staff turnover. This is because their salary is
unattractive and the location of TCT is not convenient for their life. The possible
countermeasures against this problem are as follows.
23
¾ To recall the mission and objectives of TCT and the purpose and overall goal of
the project to all teachers to understand the value of TCT in Rwanda and also
have the clear picture of TCT activities in their future career
¾ To establish the monthly best teacher awarding system to give the incentive to
the teachers and also the teacher’s salary will be differentiated based on the
evaluation of their performance
¾ To enter into a bond with the teachers to make sure s/he will serve TCT for a
certain period before teachers receive the overseas training provided by the
project
¾ To build up the better staff accommodation facility in Tumba.
¾ To provide incentives through income generation activities
(3) Kigali Satellite Campus (KSC)

Currently only one small building is allocated for TCT as its Kigali Satellite Campus
in the compound of CITT. Considering many activities to be conducted at KSC, TCT
needs more buildings in the compound.
(4) Capacity of industry relation activity

TCT has only one officer in charge of the industry relation, who is newly employed
after the former officer’s disappear. Capacity of both number and ability of industry
relation is still less compared with the expected tasks such as preparation for industrial
attachment, employment and entrepreneurship support and so on. It should be
reinforced with the support of a local consultant which will be arranged by the project.
(5) Students’ transition system to university

The programs delivered at TCT do not indicate credit obtained in different subjects,
only shows number of hours attended per subject. This is a big problem for international
benchmarking especially considering that the final year students shall be graduating
end of the year 2009. It will be very difficult for the students to advance academically
into other national/international academic institutions/universities without proper
conversion of hours into credit system. TCT should convert the programs into the credit
system as soon as possible
(6) Staff administration system

Both administrative staff and academic staff ’s ethics needs to be improved. Some
staff violates staff regulations. For instance, some do not attend a school on time. Some
24
also do not attend the training conducted by experts. The following measures should be
taken.
¾ To revise staff regulations and make sure that all staff sign to abide to staff
regulation and attend all activities in compliance with staff regulations. If
teachers do not attend, e.g. their salary has to be deducted accordingly.
¾ To strictly supervise teachers’ attendance for all activities in TCT.
¾ To strictly evaluate teachers’ behavior during their probation period.
(7) Training of administrative staff

The most of administrative staff are just fresh graduate. They have no enough
knowledge and experience for school administration. Therefore, the school
administrative work, such as academic scheduling, student registering, recording the
basic school information, personnel management, etc, need to be improved. Effective
training for the administrative staff should be planned and conducted.
(8) Information disparity

There are information disparities among staff due to communication problem. In
order to realize better internal communication in TCT, a chain of command needs to be
clearer and formal communication channel diagram should be developed.
(9) Library management

Although some books have been procured for TCT library, the management system
has not been well-established yet. IT department should install the library software to
establish the library management.
8.2 IT department
(1) Strengthening the human resource
The teachers have less commitment to their work. Most of the teachers are applying
to postgraduate courses or looking for a position in another organization. It is necessary
to establish the system stable in the school management in terms of the human
resources. TCT should keep capable teachers even as guest lecturer.
(2) Benefit to the students

Although the expert has been transferring the technology to the teachers, it seems
that the students should be more involved in the expert’s activity. The students did not
have significant benefit through the teachers who have trained. The main target of the
25
expert’s activity will remain to the teachers as TOT, but more activities involving the
students should be done in the future.
(3) Kigali Satellite Campus

The building of Kigali Satellite Campus is being rehabilitated. In order to start IT
course from August 2009, the necessary equipment should be prepared as soon as
possible. At the beginning of the IT course, Mr. Saran can conduct the classes with two
other lecturers. Since TCT has no capable teachers to be in charge as a lecturer for
outside people, the new teachers with the qualified level should be recruited.
8.3 ET department
(1) Curriculum, syllabus and experiment manual
The time allocation to each subject should be reconsidered based on the following
steps.
Analysis of practical technology → Extraction of numeral formula →

Finding the technology improvement by application of the numeral formula
Also the newly prepared equipment should be used for the practical lessons. The
department started to increase the practical lessons. It should be finalized with experts’
input.
Furthermore, when revising the curriculum time allocation, the new subject “Basic
Experiment” should be included. Therefore the balance of the other subject should be
changed carefully.
(2) Intensive practical course

TCT has a plan to conduct the intensive practical course for 4 weeks from May 2009
for the 1st batch students. The curriculum of this practical lesson should be examined
with consideration of the available equipment.
8.4 AE department
(1) Retention of the teaching staff
As mentioned in 9.1, retention of the teaching staff is a serious problem in AE
department. Although 8 teachers have been trained abroad, 3 out of those 8 left TCT
after a few weeks from the training. The resigned teachers were reemployed in other
26
donor’s supporting project and a private company of which salary is about three times
higher than TCT. The retention of teachers is a basic issue. But there is no
countermeasure to protect flowing out the human resources at this moment in terms of
remuneration. It is impossible to raise the teachers’ salary in TCT. It is being examined
to introduce a salary varying system according to the attendance, or to distribute the
incomes generated by the various activities of TCT to the teachers.
(2) Examination of utilization method of course manual

The effective utilization method of the course manuals, which will be completed
within year 2009, should be decided through the discussion among the teaching staff
and administration whether the manuals will be used by teachers only or be provided to
the students as their textbook.
(3) Recruitment of technicians capable to operate the workshop equipment

The recruitment of technician who can operate the workshop equipment such as
welding machines and lathe machines are under discussion. The technician is expected
to instruct how to use the equipment to the students. The discussion also includes the
possibility of short-term employment.
(4) Study abroad for master degree

There is no senior class teacher in the department who can transfer the skills to the
young teachers and technicians. It is one of the factors that the teachers lost their
opportunity to acquire the skills. They do not have enough time to study AE related
things though they have chances to have a short-term training in Nepal and receive
instructions from the short-term experts. The study abroad in the master course
attracts the teachers toward high educational background and motivates them as well.
There are master courses for AE in UK (1-year-course) and Tribhuvan University in
Nepal (2-year-course). It should be discussed to find a way including budget issue.
(5) Planning of guest instructors

The possibility are being examined to invite some guest lecturers such as an engineer
for construction supervision and AE engineers from private sector or research field. The
field, number of lectures, remuneration should be examined.
(6) Information from Renewable Energy Association

The actual situation of the AE related companies are not clear. The company profile
27
was not yet prepared by the Renewable Energy Association, though the project has been
requesting the information from the last year.
28
Attachment - 1
Overall Project Schedule - 2009
YEAR 2009 2010
JFY JFY2008 JFY2009 Remarks
Month 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3
Project Term
1st batch Industrial attachment

Intensive practical
Academic Schedule 2nd batch
3rd batch
Kigali Satellite Campus building Equipment , class program starts

Joint Coordinating
Operational 　 ○ ○ 　
Committee（JCC)
Committees
Mid-term Evaluation ★ Mid-term evaluation
Chief Advisor
Training Planning
Alternative Energy
Dispatch of Japanese
Electronics and
Experts
Telecommunications
Industry -College Relation/
Job Placement
Equipment Planning
Experts from Nepal
Alternative Energy
Experts from third Electronics and Exerts from EEPIS

country / sub- Telecommunications
contract Mr. Saran from India
Industry -College Relation/ Sub-contract in Rwanda
Job Placement
:Delivery term
Procurement in Rwanda
Equipment Procurement in Kenya
Procurement in Japan
School Administration
Alternative Energy 1C/P in Nepal 5 C/Ps in Nepal

C/P Training Electronics and
Telecommunications 4 C/Ps in Indonesia
Information Technology 2 C/Ps in Japan

Attachment - 2
Tentative Schedule for IT Dept. - 2009
YEAR 2009 2010
Month 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3
Project Term
1st batch Industrial attachment

Intensive practical
3rd batch
Technical Advisory Group ○ ○
Mr.Sasahara
Japanese Experts
Mr.Sato
IT consultant (Local) Mr.Saran

Equipment for Kigali Campus
Training will be conducted by CISCO
C/P Training and NTT
2 C/Ps in Japan
Attachment - 3
Tentative Schedule for ET Dept - 2009
YEAR 2009 2010
Month 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3
Project Term
1st batch
Intensive practical course Industrial attachment
3rd batch
Technical Advisory Group ○
Dr.Taki
Japanese Experts
Mr.Nakajima
Short Term Expert (1)

Experts from
EEPIS(Indonesia)
Long Term Expert
C/P Training Training in EEPIS 4 C/Ps in Indonesia

Attachment - 4
Schedule of September 2008 to March 2010: Dispatch of Expert and Training in Nepal
Rev 09, Dec 2008 Rev 19 Dec.,2008 Rev 26 Feb 2009 Rev 26 Apr 2009
a Year 2008 2009 2010
2008　Japan Fiscal Year 2009　Japan Fiscal Year
Batch 1 Batch 2
b
(executed) (proposed)
c Month 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3
Batch & Intensive

1bat.-3 1bat.-4 training 2bat.-3 2bat.-4
Semester 2bat.-1 2bat.-2 3bat.-1 3bat.-2
4bat.-1 Review Curriculum/
Syllabus etc
Revision of Effective use Curriculum/Syllabus etc Executed Batch 1 Expert
Curriculum/ Proposed Batch 2 Expert
d Dispatching
Review Dispatching
Syllabus/ Prepare C.
Curriculum/ Semester 1 & 3 Effective use Course Manual
Teaching materials Syllabus etc Manual
Prepare C. Manual Semester 2 & 3 Effective use Course Manual
Check of Course Manual at Nepal

e Industry attachment 4 months Expert Name Duration Expert Name Duration
International conference
12-14 Nov 2009
C=14/Apr-23/apr (10 days)
A B C D E
A=11/Oct-30/Nov (51 days)
f Japanese AE Expert (AE Leader) Mr Keiichi Yoshida Mr Keiichi Yoshida D=25/Sep -22/Nov (59 days)
B=6/Jan-6/Mar (60 days) E=?
Japanese AE Expert
g Mr Masahiro Kaimoto 22/Oct-5/Dec (45 days) -
(Power generation & electrical facilities)
Nepalese AE Expert
1 Chief Advisor (Solar PV) Dr Jagan N Shrestha 8/Nov-27/Nov (20 days) Dr Jagan N Shrestha 31/Jan - 16/Feb (17 days)
1 15
2 Advisor (MH Mechanical) Dr Bhakta B Ale 8/Nov-27/Nov (20 days) Dr Bhakta B Ale 31/Jan - 16/Feb (17 days)
2 16
3 MH Mechanical Mr Krishna B Nakarmi 10/Jan-17/Feb (39 days) Mr Krishna B Nakarmi 8/Aug -18/Sep (42 days) *1
3 10
4 MH Electrical/General Electric - Dr. Indraman Tamrakar 18/Jan - 16/Feb (30 Days)

13
5 Biogas Theory -
6 Biogas Practical Mr Ravi Chhetri 10/Jan-22/Feb (44 days) Mr Ravi Chhetri 2/May - 11/Jun (41 days)
4 7
7 Thermal - Mr Niraj Shrestha 2/Oct - 11/Nov (41days)

11
8 Solar Energy Theory/Practical PV Theory
9 PV Practical - Mr Deepak L Shrestha 2/May - 31/May (30 days)

8
10 Biomass/Combustion, Briquetting - Dr Ramesh M Singh 2/Oct - 11/Nov (41days)

12
11 ICS Capacity Building/Sociology Ms Karuna Bajracharya 15/Feb-14/Mar (28 days) Ms Karuna Bajracharya 14/Feb - 15/Mar (30 days)
5 17
12 ICS/Practical Mr Satish Aryal 15/Feb-14/Mar (28 days) Mr Satish Aryal 14/Feb - 15/Mar (30 days)
6 18
11/Jul - 11/Nov (124 days)
13 Nepalese Long Term Expert/Biogas - Mr Ravi Chhetri
9 14 18/Jan - 15/Mar (57 days)
Study for master course in UK Nepal for 2 year (2 AE Teachers)

14
and Nepal Intensive Training
15 Training in Nepal
*1 Leave to Rwanda after delever MMHP in TCT
Discuss correction of course manual, 1 Training AE, 4 weeks for　5 staffs
Teacher (18/Jul - 26/Jul) (10/Nov - 9/Dec)
Attend international conference and study visit
to institutions/workshop in Nepal for 2 staffs
(10/Nov- 22/Nov)
Attachment - 5
Tentative schedule of inputs for Industry-college relation - 2009
YEAR 2009 2010
Month 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3
Project Term
Academic Schedule 1st batch Industrial attachment

Intensive practical class
To send request letters
To allocate students
To send confirmation letters
Industrial Attachment To hold orientation with students
To conduct industrial attachment
To monitor students
To evaluate and plan for next year
support
To collect company profiles and file
them
To inform students about services
Employment support from ORI office
system To provide students with information
of companies and job vacancies
To provide students with career
counselling service
future plan to students

To check the contents of the
curriculum and submit a proposal
To revise the curriculum if it's
necessary
To find the lecturers for
entrepreneurship
To provide students with career
planning and entrepreneurship
Entrepreneurship training
support system To collect information on
microfinance, business start-up
procedures etc.
To file the above information and
provide it at ORI office
To set up rules and guideline in use
of an incubation centre and procure
necessary materials
To open an incubation centre
Strengthen the IT ET A
Preparation of TAG tour and Meeting
relation between TCT TAG tour and meeting
and industries
YEAR 2009 2010
Month 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3
To collect school information/profiles
To provide the school information at
ORI office
To find out transfer requirements at
The link between TCT KIST, NUE, KIE and other possible
academic institutions
and other academic To prepare a proposal and a request
institutions letter to MINEDUC for transfer
system
To submit the proposal and a request
letter
To establish the transfer system
To make a concept, a system and
TCT Alumni general rules at the Student Council
Association To formulate TCT Alumni Association
Chief Advisor
Japanese Expert Training Planning

Job Placement
Local Consultants
Job Placement
(sub-contract)
Attachment - 6
Tentative Schedule for Equipment Provision - 2009
YEAR 2009 2010
Month 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3
Project Term
1st batch Industrial

Intensive practical
3rd batch
Chief Advisor
Japanese Experts Training Planning
Equipment Planning
AE
Procurement in
ET
Rwanda
Equipment for Kigali Campus
IT
AE
Procurement in
Equipment ET
Kenya
IT
AE
Procurement in
ET
Japan
IT
Attachment - 7
MINUTES OF TAG MEETING ON INFORMATION TECHNOLOGY DEPT.
April 22, 2008 at Serena Hotel

Introduction
With the support of JICA, and for a second time in keeping with this tradition, TCT organized a workshop
which was meant to provide a forum for participatory involvement of industry stakeholders in the
reshaping of the TCT IT Curriculum to make it up‐to‐date and abreast with the Industry needs and also
to acquaint the stakeholders with recent developments in TCT IT department.

Workshop Objectives
The objectives of the workshop were to;
• Review the outcome of the past TAG meeting which took place on 27 November 2008 at Serena
Hotel
• Review the Information technology (IT) curriculum and re‐order its contents where necessary, to
fit the needs of the Rwandan companies and East Africa
• Announce the TCT Kigali Campus Activities
The events of the day were made up of activities which included presentations with Questions and
Answers, group discussions, Lunch and Final remarks of which are recorded below.

The TCT Concept as Presented by Eng. Pascal GATABAZI the Principal Tumba College of Technology
The Principal’s presentation included: ‐
• TCT overview, which focused on general information about TCT.
• Vision of TCT to be a model institution and to be a leading technical education center in the
areas of Science and Technology.
• Mission of producing competent hands‐on‐skills technicians using high quality practical
education, and to contribute practical technicians to Rwanda Industries, and Rwanda economic
development in the ultimate.
• Basic Principals to promote technical education that can make real contribution to society,
strive to educate through leading‐edge research and development (R&D) and return the fruits to
society, and aim to offer an ideal environment for education and R&D.
• Strategic Objectives such as world class School facilities, insuring international Academic quality,
conducting cutting‐edge R&D, enhancement of income generation activities as well as putting in
place Students’ carrier support systems, and build strong relations with industry, academic
institutions and community.
• TCT Facilities including labs (3 IT labs, 1 ET lab and 1 AE lab), library, dormitories,
office/classroom furniture, and VSAT and wireless equipment for internet.
• Staff development where TCT staffs from all departments were trained in different fields related
to their respective departments, and school management study visit/training in Japan, Uganda
and at TCT by JICA experts.
1 |

• Partnership with industry, academic institutions and community and setting up Technical
Advisory Group (TAG).

The Project for the Strengthening of the Capacity of Tumba College of Technology presented by Mr.
Takahashi ATSUKI, JICA TCT Project Manager
The Presentation included topics below
• JICA Inputs and Project Activities during the period from November 2008 to April 2009, in which
he enumerated inputs such as
o Dispatch of experts like Mr. S. Saravan (JICA IT consultant), Mr. Sasahara (IT Network
Expert), Mr. Sato (software Development Expert)
o Support for the Inclusion of one IT teacher for IT Group Training on Web‐based content
Management System (CMS) in Japan
o Equipment Procurement for Kigali satellite Campus (KSC)
• JICA Inputs and Tentative Schedule for Year 2009, in which he enumerated Inputs and imminent
activities such as
o Further Procurement of equipment for KSC
o Facilitation of KSC activities to ensure program takeoff as planed
o Support for one IT Teacher attendance to a CISCO conference and Training at Mombasa
Kenya
o Imminent Support for two more IT teachers to attend Training by CISCO and NTT in
Japan
• Supplementary issue of The Project News Letter, in which is contained further information on
other areas of supports in TCT such as
o Support through JICA Experts, for the AE workshop
o Procurement of New equipments for ET Department
o Supports which indirectly facilitated the TCT participation in second education expo
2008 in Uganda.

Wireless Network Security Seminar Presented by Mr. Takeshi Sasahara JICA Expert
The Presentation Included topics such as
• Advantages and disadvantages of wireless Networks, in which Elimination of wires, mobility, low
cost of deployment were enumerated as advantages while slow throughput, Radio Signal
Interference and security were enumerated as disadvantages.
• Wireless Security Background, in which he explained that although 55.4% of Wireless Network users
in Japan configured security, not only can WEP be cracked but that this can be done in less than a
minute.
• Security attacks include attacks on confidentiality, attacks on Integrity and attacks on availability of
messages or network resources.
2 |

• War Driving, in which he explained that by using an appropriate computer configurations, Wireless
Network Locations can be monitored and represented in a Maps like kismet Google map or kismet
GPS map.
• War Driving Statistics, which shows that of the wireless networks existing in Kigali city, only 43% are
secured with encryption, while 57% are unsecured. 30% of them use WEP encryption which can be
cracked 100 percent, while only 13% are using WPA encryption which cannot be cracked easily.
• Security methods include Open Authentication, WEP, and WPA‐PSK etc
• In Summary Wireless Networks can always be detected and attacked, WEP can be cracked 100% but
even though brute force can sparsely succeed for WPA‐PSK, A use of complex key in WPA‐PSK will
prove a good security configuration for Wireless networks.

Server Virtualization with VMware Seminar Presented by Mr. S. Saravanan JICA Consultant
This was a 36 slide presentation including titles such as
• History of Virtualization, in which it was learnt that Virtualization was actually developed first by
IBM in 1960s, although Virtualization in X86 platform only began in 1999 through VMware invention.
• Meaning of Virtualization, where it was said to mean the hosting and operation of multiple
Operating Systems in the same Physical Computer or logical partitioning of physical computer
hardware.
• The Benefits of Virtualization, which include server’s consolidation, Hardware utilization efficiency,
IT productivity enhancement, Research and testing Facilitations, and quickened disaster recovery.
• Problem Assessment in Educational Institutions which showed that there is underutilization of
server Hardware in places like KIST, KIE and SFB, without correspondent limitation in Infrastructure
cost, obviously because they have not adopted Virtualization technology.
• Virtualization in TCT, in which the VMware ESXi is used on Host Infrastructure having X86 based
physical server with Xeon Processor, 2GB RAM and 450GB HDD capacity. The snapshot shows six
Virtual servers set to various priority levels according to their roles.
• VMware Product Evolution, in which VMware products like VMware workstation, VMware Server
and VMware ESX /ESXi. VMware servers, VMware ESX/ESXi are free whereas VMware workstation is
not.
• VMware Management Virtual Services, in which there is Faster Provisioning through cloning,
Template based auto server provisioning, Virtual/Physical Machines Migrations using VM converter,
Real time migration via VMotion, Auto Scalability vServices, High availability vServices, Disaster
Recovery vServices, Security vServices and new infrastructure for Virtualization aware networks.

The Current TCT IT Curriculum and New TCT IT Program Presented by Mr. Muhamad Maniraguha Head
of Department of Information Technology
The HOD’s presentation included
• the review of the outcome of the past TAG meeting in which changes like
o Splitting of Network Administration I into two subjects
3 |

o Changing of the Name of Software Development With LAMP I to Software Development
Fundamental
o Changing of Name of Software Development with LAMP II to Advanced Software
Development and
o Changing of Name of Software Development with JAVA to Object Oriented Programming
were recommended
• Presentation of current curriculum after modifications
• Announcement of TCT Kigali Campus Activities

The Group Discussions on IT Curriculum led by Mr. KALIMAR Oscar, and Mr. ABAYISENGA Emile,
Assistant Tutors IT department
Two discussion groups were formed; one group led by Mr. K. Oscar discussed on Networks and
Hardware Subject areas which include Network Administration I, Network Administration II, Internet
Server Installation, PC maintenance, Analog Electronics and Digital Electronics. While the second group
led by Mr. A. Emile discussed on the Software subject areas which include Computer Applications,
Introduction to Programming and Database, Software Development Technique, Software Development
Fundamental, Web Design for Software developer, and Object Oriented Programming, and Introduction
of IT Trend. From these discussions feedbacks were obtained on the subjects.

Feedback from the Stakeholders on the Current TCT IT curriculum facilitated by Mr. Herbert Eze
Assistant Tutor IT Department TCT.
According to the contributions of discussion group members the feedbacks are as in the table below
Course Name Feedback
Networks and Hardware Subjects
1 Network Administration I • Include Voice Over Internet Protocol (VOIP)
in the curriculum
• IP PBX should be Included in the Curriculum
• Power over Ethernet (PoE), and the
difference between Switch with PoE
feature and Switch without PoE feature
should be emphasized
• In the first Stakeholders’ workshop there
was earlier suggestion to break this subject
into two
2 Network Administration II • Redundancy features in Network design
should be emphasized in the Curriculum
• Wireless and Wired Network (centralized
base /wireless mobility) should be included
in curriculum with emphases on practical
hardware
• DCT phones should be included in the
curriculum
3 Internet Server Installation • Remote Management should be included
4 |

•
Windows Administration should be
included in addition to the linux topics
• Streaming Video should be included
4 PC Maintenance • Computer Architecture should be included
in the curriculum
• More detailed hardware topics on UPS,
Stabilizers etc should also be included in
the curriculum
• With the above change is made then the
subject name should also change to ‘IT
Hardware Maintenance’
5 Analog Electronics • No change is suggested here
6 Digital Electronics • No change is suggested here
Software Subjects
7 Computer Application • The name should be changed to ‘IT with
Application’
• Operating System Architecture should be
included in curriculum
8 Introduction to Programming and Database • The subject content should include
Introduction to Linux
• The introduction to PHP and Introduction
MYSQL which were hitherto two separate
modules should be merged into one
module – Introduction to PHP and MYSQL.
• And with the above suggested change
made, a new module – Introduction to ‘C’
Programming – can be added
9 Software Development Technique • The Name should be changed to ‘Software
Development Fundamental’
10 Software Development Fundamental • The name should be changed to Web Based
Application Software
11 Web Design for Software Developer The name should be changed to either
• Web Design Tools and Techniques or
• Web Design Standards

12 Introduction to IT Trend • The name should be changed to ‘IT Trend'
13 Object Oriented Programming • No change was suggested for this subject

Questions and Answer sections
At the end of each presentation the Master of Ceremony Mr. Tony Rutayisire allowed some brief time
for questions and answers thus:
• Mr. MWAKIJECE Jonathan from Kigali Institute of Science and Technology asked a question to Mr. T.
Sasahara (JICA Expert) on whether he ever considered the possibility that people may have
deliberately left there wireless networks unsecured for their own reasons. Mr. Sasahara agreed with
5 |

him that people can deliberately leave there networks unsecured, like in the case of restaurants and
Airports for sake of their clients, but insisted that in any of cases of unsecured Wireless Networks, it
opens rooms for outsiders to connect to ones network and deplete the available bandwidth which
leads misdirected blames to the ISP.
• There were no further comments or questions in case of other presentations.
Final Remarks by Mr. Ashraph Sulaiman (Chairman TAG)
Mr. Ashraph thanked the Participant for their presence and contributions, and expressed hope that
Industry needs would be met following the changes in the curriculum

Conclusion and Recommendations
The idea of organizing Stakeholders workshop is a very good one, hence it should be recommended as
one TCT’s formal tradition.
Secondly the Amount of contributions resulting from TCT Stakeholder Workshops on Curriculum and
their consequent inputs in TCT IT department Curriculum development is enormous; more inputs can
even be realized if larger number of participants from the industries attends. There is therefore a need
to fashion out ways of ensuring greater number of participants than has ever been, in the next
workshop.

List of Attendants
Name and Title Organization and Email contact Tel Number
position
1 Mr. MUCUNDANYI Acting ICT [email protected] 0788427561
Gaspard Director(Software)
NCDC – MINEDUC
2 Mr. RUZINDANA New Artel [email protected] 0788464279
Innocent
3 Mr. MWAKIJECE KIST [email protected] 0788500257
Jonathan
4 Mr. MALIK Pilote Contact FM Radio [email protected] 0788612970
5 Mr. HATSUE Kimura JICA [email protected]
6 Mr. GATERA Computer Bytes [email protected] 0788532339
Timothy
7 Mr. MUTIJIMA Computer Bytes [email protected] 0788647852
Hussain
8 Mr. KARANGWA IT Manager [email protected] 0788580392
Jean de Dieu Alpha Computer
9 ASHRAPH Sulaiman NUR [email protected] 0788549930
10 AUXEELIYA Jesudass NUR [email protected] 0788600011
11 BENJAMIN N. Journalist [email protected] 0788858245
GLNC
12 SPRINAT H. V. MFI [email protected] 0788305012
13 NDUTIYE Florent Journalist [email protected] 0788452474
Radio 10
6 |

14 NKUSI‐UWIMANA Journalist [email protected] 0750267485
Agnes Umurabyo
15 USABYUMURIZA Journalist [email protected] 0788805787
Naomi Le Reveil
16 NICONYIZA Ple Journalist [email protected] 0750200367
ARJ
17 Mr. PASCAL Principal [email protected]
Gatabazi TCT
18 Mr. KAYITABA Abdul Director Academic [email protected]
Support Services
TCT
19 Mr. Boniface Director of Finance
SHOFELI TCT
19 Mrs. GIRAMATA Dean of Students [email protected]
Yvonne TCT
20 Mr. NISHIYAMA Chief Advisor r.nishiyama@ssc‐tokyo.co.jp
Ryuichi JICA TCT Project
21 Mr. Ayuba A. Dean of Academic [email protected]
USMAN Program TCT
22 Mr. MANIRAGUHA HOD [email protected]
Muhamad IT Department TCT
23 Mr. ABAYISENGA Assistant‐Tutor [email protected]
Emile IT Department TCT
24 Mr. KALIMAR Oscar Coordinator [email protected]
Assistant‐Tutor
It Department TCT
25 Mr. Herbert Eze Assistant‐Tutor [email protected]
IT Department TCT
26 Mr. RUTAYISIRE MC [email protected]
Tonny Assistant‐Tutor
IT Department TCT
27 Mr. Gilbert Assistant‐Tutor [email protected]
RULINDANAG IT Department TCT
28 Mr. MUSHIKIWABO Assistant‐Tutor [email protected]
Sada IT Department TCT
29 Mr. SENTWARI Marc Assistant‐Tutor [email protected]
IT Department TCT
30 Mr.Takeshi Sasahara [email protected]
31 Mr. S. Saravanan JICA IT Consultant [email protected]
32 Mr. MUHOZA Elvin Assistant‐Tutor [email protected]
Fabrice IT Department TCT
33 Jean Pierre HOD
ET Department TCT
34 Ms Kerlen Admin Assistant
Principals office TCT
5 Mr. Silas Secretary JICA TCT
7 |

Attachment - 8
Curriculum of IT Department before the modification
Sem Code Subject Category Hours Total
1 EN111 Intensive English Common 7 84
MA111 Mathematic I Common 5 60
IT111 Computer Application Common 7 84
ET111 Analog Electronics General 6 72
IT112 Introduction to Programming & Database SD 5 60
Total Hours 30 360
2 EN121 Technical English Common 3 36
EN122 Technical Report Writing Common 1 12
MAT121 Mathematic II Common 6 72
ET121 Digital Electronics Common 6 72
IT121 Software Development Technique SD 8 96
IT122 Software development fundamental SD 12 144
Total Hours 36 432
3 IT226 Project SD/NW 2 24
EN211 Communication Skill Common 3 36
IT211 PC Maintenance HW 6 72
IT212 Network Administration I NW 20 240
IT213 Software Development with JAVA SD 6 72
Total Hours 37 444
4 FN221 Entrepreneurship Common 2 24
IT226 Project SD/NW 4 48
IT221 Introduction of IT Trend General 2 24
IT222 Web Design for Software Developer SD 2 24
IT223 Network Administration II NW 13 156
IT224 Internet Server Installation NW 4 48
IT225 Advanced software development SD 6 72
Total Hours 33 396
5 IT311 Industrial attachment 40 480
Total Hours 480

Curriculum of IT Department after the modification
Sem Code Subject Category Hours Total
1 EN111 Intensive English Common 7 84
MA111 Mathematic I Common 5 60
IT111 Computer User Application Common 7 84
ET111 Analog Electronics General 6 72
IT112 Introduction to Programming and Database SD 5 60
IT211 IT Essential 1 HW 6 72
Total Hours 36 360
2 EN121 Technical English Common 3 36
EN122 Technical Report Writing Common 1 12
MAT121 Mathematic II Common 6 72
ET121 Digital Electronics Common 6 72
IT121 Software Development Methodology SD 8 96
IT122 Web Based Application Fundamental SD 12 144
Total Hours 36 432
3 IT226 Project SD/NW 2 24
EN211 Communication Skill Common 3 36
IT212 CCNA 1,2 NW 14 240
Windows Server NW 6 72
IT213 Object Oriented Programming SD 6 72
IT222 Web Design Standard SD 2 24
Total Hours 33 372
4 FN221 Entrepreneurship Common 2 24
IT226 Project SD/NW 4 48
IT221 IT Trend General 2 24
IT223 CCNA 3,4 NW 14 156
IT224 Linux Server NW 6 72
IT225 Web Based Application Advanced SD 6 72
Total Hours 31 396
5 IT311 Industrial attachment 40 480
Total Hours 480

Attachment - 9
Contents of Basic Experiment for ET Dept.
by Masakuni TAKI
1. Basic Technique of Experiment

Students master how to use tester, oscilloscope and oscillator, and exercise soldering. The
techniques of soldering and using the measuring equipments have to be mastered, because these
techniques are repeated at following experiments.
1.1. Parts and Symbols of parts
1.2. Soldering
1.3. Tester, Oscilloscope, Oscillator
1.4. Exercise of Soldering and Measuring Resistance and Voltage with Tester, Oscilloscope,
Oscillator
2. Power Controller (Phase Control)

Students make power controller which be able to change light brightening or darkening freely.
Then they know the behavior of power controller and understand sine wave and its phase which are
very important for electric circuits.
3. Voltage Supply Circuit

Students make voltage supply circuits which get DC from AC, and observe sine wave, half-wave
rectifier wave, and all-wave rectifier wave. These are called pulsating current. Throughout these
pulsating current, students learn rectifier and smoothing.
4. Pulse Generating Circuit

Students make unstable multi-vibrator using transistors, and learn to control the time division
and cycle of pulse voltage generating by changing value of capacitors or resistances which compose
the circuits. And students also comprehend RC time constant.
5. Microcontroller -- PIC (Peripheral Interface Controller)

Students make light control circuits of Light Emitting Diode (abbr. LED) using PIC which is 8
bits microcontroller. Here, students use the microcontroller which has program of 2 lightening
method, and select the switch to lighten. Students comprehend the action of microcontroller when
the lightening state of LED is changing by the switch, and, at the same time, students measure the
pulse of lightening LED.
6. Low Frequency Amplifier

Students make low frequency amplifier (abbr. amp) using transistor, and listen to the signals
from the amp by the speaker connected the amp, and then examine the frequency properties of amp.
Throughout this experiment, students comprehend the amplifier actions of transistors.
7. AM Radio (Super-heterodyne System Receiver)
Students make AM Radio using IC. They can listen to AM broadcast by connecting the amp
which was made at section 6. Throughout this experiment, students comprehend modulation from
sound signal to transmitter signal, and demodulation from transmitter signal to sound signal.
8. AM Straight Radio
Here, students make AM straight radio using 3 transistors, and comprehend the action of
transistor amplifier and the basic action of radio.
9. Measurement of Static Properties of PN junction semiconductor diode and NPN junction bipolar
transistor
Students measure static properties of PN junction semiconductor diode and NPN junction
bipolar transistor, and comprehend these properties of control element.
10. Basic Logic circuit

Students comprehend basic actions of various logic circuits of TTL (Transistor Transistor Logic),
and make each logic circuit which are AND, OR and XOR, and examine simple logical operations.
11. Measurement of Frequency Properties of Operational Amplifier

Students make reverse amplifier and anti-reverse amplifier using operational amplifier
(OP-amp), and measure their amplification rate and frequency properties, and comprehend
properties of OP-amp.
12. Flip-Flop circuit and Binary Counter

Students make RS (reset-Set) flip-flop using NAND gate, and comprehend its actions and actions
of JK flip-flop, and make 4 bits binary counter using JK flip-flop.
13. D/A (Digital to Analog) Convertor

Students comprehend the logic structure of D/A converter, its action principle and its properties.
14. A/D (Analog to Digital) Convertor

Students comprehend the logic structure of A/D converter, its action principle and its properties.
Attachment - 10
EQUIPMENT LIST of IT Department, TCT Rwanda 2009/5/8
Number Equipment Description QTY

Japan Fiscal Year 2007
1 Notebook Computer /Dell 10
2 Microsoft Vista / Operation system 10
3 Microsoft office/ software 10
4 Switch Catalyst 4
5 Switch / 3 Com 3
6 Router / Cisco 1
7 Router/Dlink 1
8 Amplifier 2
9 Stabilizer 2
10 Rack 9 U 4
11 Catalyst 2960 10
12 Aspirateur 10
13 Screen 1
14 Patch Pannel 8
15 CISCO 2801 6
16 LINSKYS WRT 150 N 4
17 Notebook Computer/HP (for network training) 13
Japan Fiscal Year 2008
1 Grounding
1.1 4 Ft Compass Pure Copper Earthing Rod 4F Electrical Grounding 8
1.2 4Way Earthing Block 2
1.3 A type clamps Silicon 15
1.4 25/3 square tape clamp or saddle PVC 75
1.5 25/3 copper tape 100 Mtr length 100
1.6 25/3 Flat copper saddle 85
1.7 2 way elevation rod couplers 4
1.8 Thunder arrestor with 3 spike Natural 4
2 Consumables & Labor for Installation of Grounding
2.1 Conduits and acessories for Grounding cables & Civil works per Mtr- With fixtures 1
3. LAN LIBRARY
3.1 CAT6 UTP Modular Patch cords 3 Meter Length 32
3.2 CAT6 UTP Modular Patchcords1 Meter Length 32
18 U 19 " wall Rack 600/800 with 6 Way Power Bar(PDU- U K Type)with 1 Fixed
3.3 shelf ,4Fans Tray, 4 Adjustable feet with Heavy Duty castors 40 Set of Rack Mounting
screws 1
3.4 Rack Cable Manager 1 U 19" 3
3.5 Two compartment PVC 150/50 mm trunking base 2.92 meters 4
3.6 Trunking Cover 2.92 meters 4
3.7 Trunking Dividing Fillet 2.92 meters 4
3.8 Accessories for Installation of Trunking and cabling of data LAN 32
50mm Conduits for Interconnection of the data uplink and voice within the building Campus -
3.9
in meters 25
4 Electrical Network
4.1 Electrical Lighting surge arrestor 1
4.2 Circuit Breaker 40 A 3 Phase Division circucity 3
4.3 25 A 3 way circuit breaker 8
4 Phase Cable for interconnecting from the Main distribution Raw power source to the
4.4
circuit division 4 X 16 Sqmm per meter 30
4.5 MCB Mounting Box 32 way 1
4.6 Cable Joints pack of 10 bars 1
4.7 Cable for interconnection of the Earthing for circuit protection 30
4.8 Cable Joints 10mm & 25 mm each 2
4.9 2.5 Sq mm Cable End teminal Lux for quality electrical outlet terminiation Pack of 50 Nos 1
4.10 Sub Diversion box for dividing the electrical main power 2
5 LAN IST LAB 1&2
5.1 CAT6 UTP Modular Patchcords 3 Meter Length 60
37 U 19 " Floor mount Rack 600/800 with 6 Way Power Bar(PDU- U K Type) Fixed
shelf ,4Fans Tray, 4 Adjustable feet with Heavy Duty castors 40 Set of Rack Mounting
5.3 screws 1
50/75mm or 100 Metallic Trunking Concealed Dual Compartment with Spray paint finish
5.5 matching the floor colour per meter 48
5.6 Square 4 way Junction concealed with access cover 24
5.7 Data and Electrical Multi outlet housing box Concealed 40
5.8 Angles and Bends 24
5.9 Metalic Flexible Trunk 50/75mm for Cable Routing within Furniture per meter 30
5.10 Perimeter Trunking 150/300 Metallic with Partition 60
6 ELECTRICAL ICT LAB 1 & LAB 2
6.2 Circuit Breaker 40 A 3 Phase Division circuitry 9
3 Phase Cable for Upilink from the Main UPS distribution to the Sub Circuit of 4 X 25 Sq
6.4 mm per meter 40
6.7 Cable for interconnection of the Farthing for circuit protection 40
2.5 sq mm PVC sheathed single core cables single sleeve flexible cable for the power
6.8
circuitry in 70 Meters roll each - Red - Black- Green Yellow. 28
6.9 2.5 Sq mm Cable End terminal Lux for quality electrical outlet termination Pack of 50 Nos 4
7 LAN ICT LAB 3

7.1 Structured System 6 UTP 4-PAIR SOLID Round Cable- 305m Reel 5
7.2 CAT6 UTP Modular Patchcords 3 Meter Length 40
50/75mm or 100 Metallic Trunking Concealed Dual Compartment with Spray paint finish
7.5 matching the floor colour per meter 24
7.6 Square 4 way Junction concealed with access cover 8
7.8 Data and Electrical Multi outlet housing box Concealed 15
7.9 Angles and Bends 10
7.10 Metalic Flexible Trunk 50/75mm for Cable Routing within Furnitures per meter 10
7.11 Perimeter Trunking 150/300 Metallic with Partition 20
8 ELECTRICAL ICT LAB 3
8.2 Circuit Breaker 40 A 3 Phase Division circucity 4
3 Phase Cable for Upilink from the Main UPS distribution to the Sub Curcuit of 4 X 25
8.4 Sqmm per meter 20
8.7 Cable for interconnection of the Earthing for circuit protection 20
2.5 sq mm PVC sheathed single core cables single slevee flexible cablefor the power
8.8 circuitry in 70 Meters roll each - Red - Black- GreenYellow. 15
8.10 2.5 Sq mm Cable End teminal Lux for quality electrical outlet terminiation Pack of 50 Nos 1
For Kigali Satellite Campus
1 Siemon System 6 ScTP 4-Pair Solid Round cable 18
2 Cat 6 Meter data Patchord for connection Workstation 70
3 Cat 6 1 Meter data patchord for interconnection 70
4 Floor Cutting disc blade metalic 30
5 PVC 25mm Conduit for the perimeter & Horizontal path 150
6 L beds for 25 mm conduits 40
7 T joints for the 25mm conduits 25
8 4 way Junction for the 50 mm conduits 60
9 Pre-fabricated 4 way junction 12
12 Pre-fabricated metal termination box 50
13 50/150 perimeter meter trunking pathway 55
14 50/150 perimeter meter union pathway 6
15 Metalic/PVC Fexible 25mm for pathway and conduitng 25
The colored items were procured from January 2009 to April 2009.
Attachment - 11
EQUIPMENT LIST of ET Department, TCT Rwanda 2009/5/8
Number Equipment Name Ref type Specification QTY

A Provision on 2007
1 Oscilloscope 8
2 Signal Generator 6
3 DC Power Supply 6
4 Universal Counter 6
5 Adapter 6
6 Batttery 12
7 Fiche 2 P+T 16
8 Adapter Power socket 24
9 DC Lamp 60
10 Cable Clip 16mm/100pcs 60
11 Fixe bolt 40
12 Electronic Parts
12-1 Capacitor 470microF/161dts 20
12-2 Capacitor 330microF/161dts 20
12-3 Transistor c1815-2N3906 30
12-4 Transistor D880 30
12-5 Diode 500Volts 22
12-6 Diode 600Volts 28
12-7 Diode IN60/Germanium 49
12-8 Switching Diode IN4148 30
12-9 Zener Diode 4.7Volts 30
12-10 Dener Diode 5.1Volts 30
12-11 Capacitor 1KV 450
12-14 Capacitor 0.047microF/600V 20
12-15 Capacitor 0.047microF/600V 20
12-16 Capacitor 47MF(471)/2kV 57
12-17 Capacitor 0.1F(104)630V/202 20
12-18 20
12-19 Capacitor 68pF 100
12-20 Integrated Circuit JRC 455D 50
12-21 LED Blue 50
12-22 LED White 50
12-23 LED Red 50
12-24 Resistor 100r 1170
12-25 Potentiometer 100r 30
12-26 Potentiometer 10r 30
12-27 Resistor 1/2 watts 1170
13 Tools Hozan 25
14 Cordon 50
15 Transformer 1/p220/240volt r/op12volts 15
16 Transformer 1/p220/240volt r/op12volts 20
17 motherboard 20
Electronic Test instruments & Accessories
18 BK precision 6
CDs
20 Multimeter Digital 10
21 Multimeter Analogue 10
22 Stool 50
23 Table 24
B Provision on 03/07/2008, signed by My. Ayuba for Mr. Okano
4017 Max 10MHz
1 Low Frequency Signal Generator 2
of B+K Precision DDS Sweep Function Generator
GPS2303
2 DC power Supply DC Output 0-30V, 0-3A 2
of Instek
SC7205
3 Frequency Counter 10Hz-200MHz 2
of Iwatsu
2880B 5-digit LCD
4 Multitester 10
of B+K Precision Resistance Meas. Max. 500Mohm
S-35 14 Including Soldering iron, and tools for
5 Tool set 25
of Hozan electronic maintenance and repair
C Provision on 27/10/2008
1 Trainer kit
1-1 FDM Trainer kit 8 ST 2211 FDM Trainer : 265 6
1-2 FM Stereo Trainer kit AG-2011A 10 ST2661 FM Stereo Trainer : 195 6
TDM Pulse Code Modulation/Transmitter 11 ST2103 TDM Pulse Code
ST2103
1-3 Trainer kit Modulation/Transmitter Trainer : 280 6
2 Test instrument
2-1 Spectrum analyser Instek GSP-827 1
3 Software
3-1 MIDE microwave design software 56-901 1
Antenna trainer with radiation pattern plotting Omega AT 1001 RF Generator: 75MHz
3-2 1
software Tone Gen: 1KHz
4 Trainer Kit
with LCD display, 101 ASCII keyboard &
4-1 8085 trainer kit
in-built power supply. 6
4-2 Z80 (Zilog) microprocessor trainer Zilog Z80 6
*with in-built power supply & LCD
display.
4-3 8051 microcontroller trainer kit 6
48 I/O lines using 2 no of 8255 optional
USART chip
5 Oscillator
5-1 Transformer coupled amplifier Model No. 4512 6
5-2 Phase shift oscillator Model No. 5501 6
5-3 Wien bridge oscillator Model No. 5502 6
5-6 Crystal oscillator transistor based Model No. 5510 6
5-8
Kirchoff’s laws ( KCL&KVL) Model No. 8006 6
Thevenin’s maximum power transfer
5-9 Model No. 8001-8007 6
theorem
6 Cable
6-1 FRC cable ( extra) 26 pin 6
6-2 FRC cable 50 pin 6
7 Card
7-1 8 bit analog to digital convertor card 8 channel, 8bit 6
7-2 8 bit digital to analog convertor card 2 channel, 8bit 6
7-3 12 bit analog to digital convertor card 12 bit 6
7-4 8 channel digital I/O cards 8 channel 6
Stepper Motor controller card with motor
7-5 Stepper motor controller card with motor Model No.IC-08 6
and 26 pin FRC
7-6 Keyboard card 5x4 matrix 6
7-7 16×1 LCD display card 16x1 LCD 6
7-8 16×2 LCD display card 16x2 LCD 6
Temperature mesurement card with
7-9 Temperature measurement card Model No. IC-13 6
sensor and 26 pin FRC
Relay & Opto Coupler Card with 26 pin
7-10 Relay and opto coupler card Model No. IC-15 6
FRC
8x8 LED Matrix Display card with 26 pin
7-11 Matrix display card Model No. IC-16 6
FRC
Thumb wheel switch card with 26 pin
7-12 Thumb wheel switch card Model No. IC-17 6
FRC
7-13 LDR interface card Model No. E89-02 with 26 pin FRC 6
8 Cable
8-1 Coax cable 100 meter RG6U 500 ft roll 1
8-2 Coax cable 100 meter RG6 500 ft roll 1
8-3 Coax cable 100 meter RG11 500 ft roll 1
Type: F type
Insertion loss at 700Mhz:
8-4 Connectors LB-540,LAN CASTE less than 0.3dB 50
Return loss at 700 MHz:
greater than 30dB
D Provision on 12/11/2008 by Mr.Nishiyama from Indonesia, sent by Mr.Okano
1 LM741 10
2 ME 555 150
3 FAHC 76 20
4 IN 9102 50
5 ZENER 5.1V 10
6 ZENER 6.2V 10
7 ZENER 12V 10
8 ZENER 15V 10
9 ZENER 6.8V 10
10 7 Segment red super 50
11 Sumvore minisumo 1
12 Tutorial pack 3
13 I2C Peripheral 3
14 I2C ADDA 3
15 Stepper moter packet 3
Number Equipment of Name Ref type Specification QTY
16 Keypad module 3xa 3
17 LED 16x2 topway 3
18 Relay board 29v 3
19 LM 35 5
20 DT-Sence USIR 10
21 DT-51 LCMS 10
22 DT-51 LCNS 10
23 Prag PAL 1
E Provision on 14/11/2008 by Nakajima from VTC in Kigali
1 Telephone Cable RJ12 Roll 4
2 Termination Box 50 pairs 1
3 Cable tie band 1 pack 1
4 Telephone Socket RJ12 1
5 Cable with Multiconnector TDA 1
6 Cable 100 pairs x 10m 1
7 Cable 20 pairs x 10m 1
8 Optical Fiber 10m for access 1
9 Cable F.T.P. 1
10 Cable U.T.P. 1
11 Hand set KX-TS 500MX 1
12 Hand set KX-TS 11MX 1
13 Connecter RJ12 RJ12 100
14 PBX Central telephone KX TEM 824 1
F Provision on 11 or 12/2008, arriving from Nairobi, Kenya
1 Trainer kit
*Audio Oscillator: Sine wave with
DSB/SSB AM Transmitter
1-1 ST-2201 variable Frequency and Amplitude 2
Trainer Kit
( 300 Hz - 3.4 KHz ).
DSB/SSB AM Receiver Trainer 2 ST 2202 DSB/SSB AM Receiver
ST-2202
1-2 Kit Trainer : 270 2
Frequency Modulation 3 ST 2203 Frequency
FT-1502
1-3 /Demodulation trainer Kit Modulation/Demodulation Trainer : 345 2
2 PABX
Capability of interfacing 8CO lines,
obtaining
2-1 Panasonic PABX equipment KX-TDA100 1
16 digital lines, 64 analog lines,
operator/programming console.
2-2 50-pair MDF Krone type 50-pair, with lightening arrestors 2
2-3 20-pair MDF Krone type 20-pair, with lightening arrestors 2
2-4 R-J11 modular plug. 100pieces 1
2-5 50-pair telephone cable 50-pair, 100metres/unit 1
2-6 20-pair telephone cable 20-pair, 100 metres/unit 1
2-7 10-pair telephone cable 10-pair, 100 metres/unit 1
2-8 6-pair telephone cable 6pair, 100 metres/unit 1
2-9 4-pair telephone cable 4pair, 100 metres/unit 1
2-10 50-pin female PABX interface connector 50-pin 5

IDC punch down telephone/CAT5
2-11 Krone tool Krone type 7
insertion.
2-12 4-pin, 6-pin and 8-pin crimping tool 4-pin, 6-pin,8-pin 6
3 Trainer Kit
*Approx Dimensions (mm): 400W x
3-1 500 in 1 Electronic Project Lab Kit Quasar Electronics 320D x 80H (max), *Approx Weight: 2
EPL500 5125g approx (excluding batteries)
*Supply 9Vdc battery (Order Code
PIC Microcontroller Trainer Kit GPUPP3) *with Motherboard Board,
3-2 2
(with 5 Functions) Quasar Electronics Temp/Humidity Board, Counter/Timer
3075KT Board, A/D Board
*with LCD display & 101 ASCII
keyboard. *72 I/O lines using 3 no.s of
3-3 8086 microprocessor trainer kit 2
8255. RS-232 interface thru 8251,
interrupt controller 8259
3-4 Microcontroller trainer kit Intel 80C59 with in-built power supply & LCD display 2
4 Others
Quasar *Operating Voltage9Vac, ・ Current
1151 - Super TV Pattern Generator
4-1 Electronics drawn0.13A AC 4
(CCIR)
1151KT 1171KT
5 IC regulator
* +1.2V to +37V adjustable voltage
5-1 LM317LBZ REG POS ADJ T092 12
regulator 100mA, LM317L 3-B9,
* -1V2 to -37V adjustable voltage
5-2 LM337T 6
regulator 1.5A
7805CT,7805C,LM340T5 L7805CV, REG ・ +5V voltage regulator 1A, 7805CT,

5-3 6
POS SV 1.5A T0220 50/TUBE 7805C & LM340T5. TO-220
・ +5V voltage regulator 1A and more.

5-4 UA309KC,LM309K 6
Available: 7805, uA309KC
・ +5V voltage regulator 3A,
5-5 LM323/UA323 LM323/uA323. TO-3 case. (2006w) 6
(G61)
・ +12V voltage regulator 1A and more,
5-6 7812CT 6
7812K. TO-3 metal case.(G72)
・ +24V voltage regulator 1A, 7824. TO-
5-7 7824 6
220 case. G60)
・ -5V voltage regulator 1A, 7905C. TO-
5-8 7905C 6
220 case. G60)
・ -12V voltage regulator 1A, 7912. TO-
5-9 7912 6
220 case.
・ -15V voltage regulator 1A, 7915K.
5-10 7915C T0220 6
TO-220 case.
*・ LM336Z adjustable precision voltage
5-11 LM336Z 6
reference.
6 Timers
To projects, allows you to build your
own
6-1 555 timer 6
flashing lights, timed delays, automatic
opening/closing etc.
To projects, allows you to build your
own
6-2 556 timer: 6
flashing lights, timed delays, automatic
opening/closing etc.
6-3 NE555D SOIC-8 Precision timer 6
6-4 NE555DG4 SOIC-8 Precision timer 6
6-5 NE555P DIP-8 Precision timer 6
6-6 SA555P DIP-8 Precision timer, I- 6
TLC555CD SOIC-8 Lin CMO timer
6-7 6
C-temp.
TLC555CP DIP-8 Lin CMO timer
6-8 6
C-temp
6-9 TLC555IP DIP-8 Lin CMOS timer 6
6-10 TCL56IN PDIP-14 Dual lin CMOS 6
6-11 DIP-14 Dual precision timer 6
6-12 LMC555CM SOIC-8 CMOS 555 timer 6
6-13 LMC555CN* DIP-8 CMOS 555 timer 6

6-14 LM556N* DIP-14 Dual 555 timer 6
NE558N DIP-16 Quad timer
6-15 6
(NE558C)
7 Op. amplifier TTL
7-1 74LS138-2 TTL 3 of 8 Decoder, Pkg/2 6
7-2 74LS47 TTL BCD To 7 Segment 6
7-3 74LS74-3 TTL Dual 'D' Flip Flop, Pkg/3 6
7-4 74LS109A TTL Dual JK Edge-Trig F, 16 Dip 6
7-5 74LS123 TTL Dual Mono Multiplexer 6
7-6 74LS14-3 TTL Hex Inverter - Schmitt 6
7-7 74LS245 TTL Octal Bus Transceiver 6
7-8 74LS374-2 TTL Octal 'D' Flip Flop, Pkg/2 6
7-9 74LS241 TTL Octal Line Driver 6
7-10 74LS157-2 TTL Quad 2-1 Multiplexer, Pkg/2 6
7-11 74LS00-3 TTL Quad 2-1 NAND Gate, Pkg/3 6
7-12 74LS02-3 TTL Quad 2-1 NOR Gate, Pkg/3 6
7-13 74LS132 TTL Quad 2-1 Schmitt Trig 6
7-14 74LS86-3 TTL Quad EXC.OR Gate, Pkg/3 6
8 Op.amp CMOS
8-1 CAM-6 B/W CMOS Camera with Infrared LEDs 6
8-2 4040-3 CMOS - 12-Bit Binary Counter, Pkg/3 6
8-3 4060 CMOS - 14 Stage Center & XTAL, 6
8-4 4008-2 CMOS - 4-Bit Full Adder, Pkg/2 6
8-5 4019-3 CMOS - 4DPT Data Selector 6
8-6 4014-2 CMOS - 8 Shift Register, Pkg/2 6
CMOS - 8-Bit Static Shift Regulator,
8-7
4021-2 Pkg/2 6
8-8 4051-3 CMOS - 8-Channel Analog 6
8-9 4511-2 CMOS - BCD to 7 Segment, Pkg/2 6
8-10 4029-2 CMOS - Bin/Dec. U/D Ctr, Pkg/2 6
8-11 4017-3 CMOS - CMOS Decade Counter, Pkg/3 6
8-12 4002-3 CMOS - Dual 4-in NOR Gate, 14-Dip 6
8-13 4013-3 CMOS - Dual D Flip Flop, Pkg/3 6
8-14 4528 CMOS - Dual Mono Multi, Pkg/1 6
8-15 4538 CMOS - Dual Mono Multi, Pkg/1 6
8-16 4069-2 CMOS - Hex Inverter, Pkg/2 6
8-17 4049-3 CMOS - Hex Inverter/Buffer, Pkg/3 6
8-18 4046 CMOS - Phase Lock Loop, Pkg/1 6
8-19 4018-3 CMOS - Preset Div-By-N, Pkg/3 6
8-20 4081-3 CMOS - Quad 2-1 AND Gate, Pkg/3 6
8-21 uA741 Integrator/differentiator 6
9 Linear IC
9-1 1489 Quad Line Receiver 78189 6
9-2 MOC3030 Opto Isolators 6
9-3 NE555X10 Linear IC - Timer, Pkg/10 6
9-4 TLC555 Linear IC - Timer CMOS 6
9-5 TL084 Linear IC - Quad JFET 6
9-6 NE565 Linear IC - Phased Lock L 6
9-7 UA741-8 Linear IC - Op Amp 6
9-8 LM324N Linear IC - OP Amp 6
Linear IC - LF356 JFET Wide-Bandop
9-9 LF356N AM 6
9-10 LF353N Linear IC - IC858M 6
9-11 NE556 Linear IC - Dual Timer 6
9-12 RC4558/MC1458 Linear IC - Dual OP Amp IC 6
9-13 LM358N-8 Linear IC - Dual Op Amp 6
9-14 TL082 Linear IC - Dual J-FET Op 6
9-15 LM3914N Linear IC - Dot/Bar Graph 6
9-16 LM3915N Linear IC - Dot/Bar Graph 6
9-17 LM311 Linear IC - Diff Compar 6
9-18 TDA2003 Linear IC - Audio Power Amp IC, 8 Watt 6
9-19 RC4136 Linear IC - 997 6
9-20 LM380N-14 Linear IC - 2 Watt Amp 6
9-21 1488 Linear IC - 1488 7
G Provision on 1-3/2009, by Alpha computer, in Kigali
1 Laptop Computer DELL INSPIRON 1420 9

2 Disk Top Computers HP Compaq DX2390 6
3 Projector Sony Data VPL S5 2
4 Scanner HP SCANJET G2710 1
H Provision on 1-3/2009, by VTC, in Kigali
1 Telephony and accessories
1-1 PCI Card PCI Card 6
1-2 Cables Tires Cables Tires 3
1-3 Telephony PANASONIC KX 500MS 15
1-4 Hand set PANASONIC Model Kx-t 7630 1
1-5 2 Pair telephone cable 6
1-6 10 Pairs telephone cable 150
1-7 Cable clips 4mm 2
1-10 Trucking 25*25 25*25 30
1-11 4 Pins telephone 45
1-12 20 pairs distributions 3
1-13 Screws 8mm 8mm 2
1-14 Dish system 1
I Provision on 1-3/2009, by A-Z book shop, in Kigali
1 Text books 40
Attachment - 12
EQUIPMENT LIST of AE Department, TCT Rwanda 2009/5/8
Number Equipment Name Specification QTY

1 three phase socket 10
2 single phase sockets 50
3 circuit breaker 63 A 63 A 3
4 Circuit breakers 25A 4
5 Circuit breakers 20 A 16
6 Pins
6.1 pins -18mm 20
6.2 pins -12mm 9
6.3 pins -9mm 8
7 isolators 18
8 metallic pins 9
9 Educational power supply 5
10 Popular DC power supply 3
11 Digital insulation resistance 4
12 Terminator 1
13 jumpers 100
14 Hydrolique pliers 2
15 IC Timer 10
16 Timer 181 h 19
17 Solar charge controller 15A 1
18 Digital tachometer 4
19 Digital (clamp meter) 5
20 Phase detector 1
22 Pros kit 1
23 contactors 55
24 thermal relay 20
25 time delay relay 10
25.1 time delay relay -LA2 DT4
25.2 time delay relay -LA2 DT2 10
26 auxiliary contact 20
26.1 auxiliary LA1 DN11 5
26.2 auxiliary -Timer 12V
27 weekly programmable timer 2
28 -Andeli syn 161h 2
29 switch
29.1 switches -toggle switch (sch1) 6
29.2 selector switch button 15
29.3 push button switch 20
30 disconnecting switch 2
31 thermal magneto disconnecting switch 28
32 junction box 20
33 screw :-4.2x19 5 boxes
34 three poles circuit breakers 5
35 Fuses 38
36 Transformer 220/9V 15
37 sockets 9
38 connectors 9
39 isolators 8
40 contactors supports 9
41 Auto-transformer 1
42 Machine control transformer 1
43 Capacitor start motor 2
44 Three phase induction motor 1
45 DC shunt machine 1
46 Three phase synchronous generator 1
47 Three phase squirrel cage motor 1
48 Single phase motor 1
49 Single phase induction motor 2
50 Three phases motor 2
51 measuring instruments 9
51.1 Digital multicenter DT9205A 4
51.2 266 Digital clamp meter 1
51.3 LCR multicenter TES2712 1
51.4 Digital lux meter LX 101 1
51.5 Digital tachometer DT2234B 1
51.6 Battery hydrometer(Thimson) 1
51.7 Digital insulation resistance Tester 3 boxes
52 hammers
52.1 300g 8
52.2 0.25kg 7
52.3 100g 6
53 pliers
53.1 universal pliers 5
53.2 cutter pliers 6
53.3 other pliers 9
54 Solar Equipments
54.1 solar PV 75W MONOCRYSTALINE 9
54.2 Solar PV 45w MONOCRYSTALINE 1
54.5 DC -DC converter 1000W 5
54.6 solar charge controller 1000W 2
54.7 Tubular battery(charge controller) 5
54.8 2000 W power inverter 2
54.9 Tube DC 12/5 W 3
54.10 Tube AC 220/8 W 3
54.11 Solar TUKI 12
54.12 Solar Battery 12V 4
1 Switches/relay/lamps/and lamp holders.
1.1 Single pole switch(fixed on wall) 230V 60
1.2 Two pole switch (fixed on wall) 230V 60
1.3 Multi position switch (fixed on wall) 230V 40
1.4 Two way switch (fixed on wall) 230V 50
1.5 Intermediate switch(fixed on wall) 230V 50
1.6 Pull cord single pole switch(fixed on wall) 230V 30
1.7 Push button switch (WXAL-B213 or start stop) 230V 25
1.8 Push button with indicator lamp(W-KCD9-101L) 230V 25
1.9 Thermal relay (W3UA50) 230V ; 12.5A 15
1.10. Thermal relay (WLR2-D13) 230V ;25A 15
1.11 Switch Lamp holders( W209) 230V 60
1.12 Lamp holders (W209BW) 230V 60
1.13 Switch lamp holder plug socket (W769) 230V 50
1.14 Incandescent lamps 230V 60
1.15 Fluorescent lamps 230V 60
1.16 LDR (Light Dependent Resistor) 1A 100
1.17 LDR (Light Dependent Resistor) 0.5A 100
2 Wiring devices
2.1 Connection, junction box Standardised 50
2.2 Distribution box( WD5-MG 18WAY-4WAY) Standardised 5
2.3 VOB cable of 100m 1.5mm2 20
2.5 C.G.V.B. Cable 2*2.5mm2 10
2.6 V.F.V.B.cable 4*2.5mm2 10
2.7 PVC Conduit 6' 6' ×2" ×1/2" 30
3 Sockets
3.1 Multiple Function socket (W-9015) 230V 25
3.2 N series wall socket (w-905) 230V 20
1 Switches/relay/lamps/and lamp holders.
1.1 Single pole switch(fixed on wall) 230V 60
1.2 Two pole switch (fixed on wall) 230V 60
1.3 Multi position switch (fixed on wall) 230V 40
1.4 Two way switch (fixed on wall) 230V 50
1.5 Intermediate switch(fixed on wall) 230V 50
1.6 Pull cord single pole switch(fixed on wall) 230V 30
1.7 Push button switch (WXAL-B213 or start stop) 230V 25
1.8 Push button with indicator lamp(W-KCD9-101L) 230V 25
1.9 Thermal relay (W3UA50) 230V ; 12.5A 15
1.10. Thermal relay (WLR2-D13) 230V ;25A 15
1.11 Switch Lamp holders( W209) 230V 60
1.12 Lamp holders (W209BW) 230V 60
1.13 Switch lamp holder plug socket (W769) 230V 50
1.14 Incandescent lamps 230V 60
1.15 Fluorescent lamps 230V 60
1.16 LDR (Light Dependent Resistor) 1A 100
1.17 LDR (Light Dependent Resistor) 0.5A 100
2 Wiring devices
2.1 Connection ,junction box Standardised 50
2.2 Distribution box( WD5-MG 18WAY-4WAY) Standardised 5
2.5 C.G.V.B. Cable 2*2.5mm2 10
2.6 V.F.V.B.cable 4*2.5mm2 10
2.7 PVC Conduit 6' 6' ×2" ×1/2" 30
3 Sockets
3.1 Multiple Function socket (W-9015) 230V 25
4 Alarm ,signal indication
4.1 Signal lamp, flashing 220V 12
4.2 Indicator, mechanical type, annonciator element 220V 12
4.3 Horn 220V 12
4.4 Bell 220V 12
4.5 Single stroke bell 220V 12
4.6 Siren 220V 12
4.7 Buzzer 220V 3
4.8 Smoke detector 3
5 Measuring instrument
5.1 Analogue voltmeters 220V-380V 30
5.2 Wattmeter 220V-380V 30
5.3 Power factor meter 220V-380V 15
5.4 Galvanometer 220V-380V 15
5.5 Differential voltmeter 220V-380V 15
5.6 Reactive current ammeter 220V-380V 15
5.7 Thermometer Digital type 10
6 DC machines with their accessories
6.1 Separately excited motor 380V Didactic of 1kw 1
6.2 Shunt wound motor 380V Didactic of 1kw 1
6.3 Series wound motor 380V Didactic of 1kw 1
6.4 Compound wound motor 380V Didactic of 1kw 1
7 AC motors with catalogue
7.1 3 Phase squirrel-Cage Induction Motors 380V 5kw 1
7.2 3-Phase Slip-ring induction Motor 380V 5-8kw 1
7.3 Two speed motor(Three phase) 4kw 1
8 Pliers
8.1 General pliers standardised 30
8.2 Long nose pliers standardised 30
8.3 Diagonal pliers standardised 30
8.4 Cutters pliers standardised 30
9 Screwdrivers
9.1 Star screwdrivers standardised 10
9.2 Plate screwdriver standardised 10
9.3 Tester screwdriver standardised 10
10 Hummers
10.1 Cross-pein hummer standardised 10
10.2 Ball-pein hummer standardised 10
11 Transformers
11.1 Single phase transformer 100VA, 380V/10V 30
11.2 Three phase transformer 1 KVA, 380V/220V 3
11.3 Autotransformer 100VA, 220V 2
12 Resistors (electrical)
12.1 Sliding rheost 47Ω/300W 2
13 Panel meters
13.1 AC ammeter W-96,W-72,W48 class 1.5 60/75/100A 5
13.2 AC voltmeter w-96 ,w-72,w-48 class 1.5 30V-400V 5
13.3 DC Ammeter:w-96,w-72,w-48 class 1.5 1mA up to 105A 5
13.4 DC voltmeter w-96,w,72,w-48 class 1.5 3v up to 600V 5
13.5 Frequecny meter class 1 57-52 HZ 5
14 Ppower factor meter(voltage 50-380v) suitable for 3 phase
14.1 Power meter (voltage 50-380v current 0.2-5A ) with c or v trns. 5
14.2 Single -phase watt-metter (WDD282) 220V,1.5-6A 5
14.3 Three phase four -wire watt meter (WDT8) 380V 3-6A 5
14.4 Frequency digital meter AC 2 KHZ 20-300V 5
15 Metal shelves with glass panel (cupboard) 3/1mof size 5
16 Three phase bridge rectifier 380V 5
17 DC multi range volt meter 220-380V 5
18 Circuit breaker Single phase, 30A 15
19 Circuit breaker 3 phase, 30A 15
Building materials for 3 biogas plants
1 Wheel Barrows 9
2 Spade 9
3 Hoes Spade 9
4 Wooden Planer 15
5 Powell 15
6 Hacksaw for metals 9
7 Sprit velel 9
8 Stone Hamer 15kg 6
11 Drums 100 liters 4
12 Tents 12
13 Measuring Tapes 3 to 5 meters 15
14 Boots 50
15 Digial Camera 3
16 Metaric water can 9
17 Metaric Span (Kalai) 10
18 Stones Trips 15
19 Gravel 2mm diameter maximum Trips 3
20 Clean coarse sand Trips 2
21 Clean fine sand Trips 2
22 Portland Cement bags 75
23 Acrylic emulsion paint litres 16
24 Gas Turret pipe with 1 1/4-1/2 reducer pcs 9
25 Steel rods 8 mm pcs 16
26 Plywood pcs 6
27 Madriers 4m 1/4 96 pcs 24
28 Timber 4m pcs 24
29 Binging wire kg 6
30 PVC pipe 110 mm pcs 6
31 PVC pipes 20 mm pcs 30
32 PVC elbow 20mm pcs 30
33 PVC tee 20 mm pcs 30
34 PVC Adapter nipple 1/2 pcs 30
35 PVC Adapter socket 1/2 pcs 30
36 PVC socket 20 mm pcs 30
37 Tangit Glue kg 6
38 Galvanized Nipple 1/2'' pcs 24
39 Galvanized Union pcs 12
40 Galvanised Plug 1/2'' pcs 16
41 Gas hose Pipe m 24
42 Hosepipe Nipple pcs 12
43 Hosepipe Clamp pcs 30
44 Gas valve 1/2'' pcs 24
45 Biogas lamp pcs 3
46 Biogas stove pcs 3
47 Pressure gauge pcs 6
48 Teflon tapes pcs 25
49 Galvanised elbow pcs 25
50 Initial Feeding Materials 1
51 Solar Panel 80 watts 6
52 Change controller 30 A/12V-Jacobs 6
53 Power inverter 1000 watts(newstar) 7
54 Solar batteries 100 Ah chioride exide 7
55 Cables 22-jui 7
56 Oxycetheline gas cylinders 1
Attachment - 13
2009/3/30
Training Plan for Teachers in ET-Dpmt of TCT on 2009 JICA TCT Project
Kenji Nakajima
Masakuni Taki
Jan Feb March April May June July Aug Sep Oct Nov Dec
Japanese
4W 4W
Expert-1
Japanese
4W 4W
Expert-2
EEPIS 6W
Expert-1
EEPIS 5W
Expert-2
EEPIS
5W
Expert-3
EEPIS 12W x 2P
Expert
Training
in
4Wx4P
EEPIS
Special Practice Course in TCT 4W (5/11-6/5)

Attachment - 14
PROFILE OF ALTERNATIVE ENERGY(AE) DEPARTMENT TEACHERS/TECHNICIANS
Revised by RURANGIRWA Martin on 21, January 2009
S/N NAME NICKNAME AGE BACKGROUND JOB EXPERIENCE TRAININGS CELL NO E-mail ADDRESS
* Assistant site Engineer for (+250) 08604179
KIST-2008 Bachelor in Civil.
SENDASHONGA hydro power project(500Kw)
1 Claude 30 (The Relative Importance of delay factors of _ [email protected]
Claude at (Northern province)
construction practitioners).
KIST-2008 Bachelor in Electrical. * Electrical Transient Analyze > Biogas implementation (+250) 08561440
IYAKAREMYE
2 Emmy 27 (Calculation of short-Circuit Current Using Program. (National Network, (6m3) at KIST. 05102810 [email protected]
Emmanuel
ETAP) ELECTROGAZ)
> Measuring of (DC) (+250 ) 08414196
KIST-2005 Bachelor in Mechanical. *Teacher at ETO Nyamata
NSHIMYUMUREMYI electrical machines,
3 Esdras 29 (Design of Machine for squeezing banana (Welding/ Plumbing and [email protected]
Esdras asynchronus motor and
Juice in Rwanda Rural areas.) Mathematics Entretien)
transformers.
KIST-2007 Bachelor in Electrical. > Biogas implementation (+250) 08434725
NARCISSE (6m3) at KIST.
4 January 33 (Safety and Maintenance of Low Voltage _ [email protected]
January
Installations).
* Teacher at NYAGATARE > Internal Combustion (+250) 08431109
KIST-2008 Bachelor in Mechanical.
secondary school Engine(Motor, Alternator)
5 KAMANZI Emmanuel Kamanzi 29 (Thermal Studies in Egos system over Diesel [email protected]
(Mathematics, Phisics > Teaching Plactice/
Engine).
AndChemistry). . Methodology.
* Teacher at ETO > Measuring of (DC) (+250) 08474543
HABIMANA KIST-2005 Bachelor in Electrical. machines, asynchronous
6 Marcel 35 GITARAMA [email protected]
Marcel (Micro hydro power plant). motors and transformers.
(Electrical/Electronics).
> Biogas implementation (+250) 08458763
KIST-2008 Bachelor in Electrical. * Omega-Tech Technician
(6m3) at KIST.
7 RURANGIRWA Martin Martin 27 (Performance, Application, Control and (Technical Coperative) at [email protected]
Testing of Single Phase I.M). KIGALI.
* Teacher in Kingi David > Conflict Management (+250) 08506790
BYUNGA Academy and Resolution by Oxfam
8 Sylver 31 UNR-2005 Degree in Social Scienes [email protected]
Sylver * Care International >Trauma counseling
(Community development). > Social re-integration.
NZEYIMANA
9 Alain 29 KIST-2005 Bachelor in Electrical. _ (6m3) at KIST. [email protected]
Alain
MUKASHYAKA KIST-2008 Bachelor in Civil.
10 Alphonsine 25 _ (6m3) at CITT. [email protected]
Alphonsine (Production of energy from organic wastes).
KIST-2008 Bachelor in Mechanical. * Chief in enterprise incharge > Practical skills in (+250)
CYIMANA
11 Mulinda 40 (Thermal Studies in Egos system over Diesel of electrical and plumbing automobile garage 0750283930 [email protected]
Mulinda
Engine). section
KIST-2008 Bachelor in Civil * Assistant site Engineer for > Water supply (+250) 08860923
MUKIZA
12 Olivier 28 (A comparative study of concrete mix design hydro power project(500Kw) [email protected]
Olivier
by using different methods) at (Northern province)
* KIST: Kigali Institute of Science and Technology Electrical. 5 Teachers 3 Technicians

* ETAP: Electrical Transient Analyser Program Mechanical. 3 Teachers
* ETO: Ecole Technique Officiele Civil 3 Teachers
*UNR: National University of Rwanda Social Scienes 1 Teacher
*CITT: center for innovations and technology transfer Total 12 Teachears
IRAGUHA ETO Gitarma - 2006 A2 certificate in * Electrical technician in (+250) 08691161
T1 Etienne 30 _ [email protected]
Etienne Electricity ARICO and ENGECO
* Electrical technician in SAG, 〔+250) 03325438
KUBWIMANA ETO Kibungo and Muhima - 1998 & 2002 ARICO and ENGECO
T2 Alexis 28 _ ?
Alexix certificate in Electricity ENTREGELE RANDA TEL
and ELECTROGAS
RURINDA ETO Kibungo and Muhima - 1998 & 2005 * Technician in KABUYE 〔+250) 08501889
T3 Ernest 27 _ ?
Ernest Certificate in Mechanics SUGAR Factory
Attachment - 15
Attachment - 16
Program of the Engineering Workshop
th
Day 1; Friday, March, 13 , 2009: Electronic circuit
Time Activity Venue Participants Facilitator
9:00 – 9:45 Opening remarks AE ws All Wilson
Introduction by school
Overview of the workshop
General rules of the workshop
9:45 – 10:15 Grouping ET lab All Jean Pierre
10:15 – 11:15 Practice of basic skills ET lab By group Ayuba
11:15 – 11:45 Distribution of materials and ET lab All Jean Pierre
equipment
Introduction of materials and
equipment
11:45 – 12:30 Instruction of electronic circuit (PWM ET lab All Jean Pierre
control, DC motor, 555）
12:30 – 13:30 Lunch -
13:30 – 17:30 Making an electronic circuit ET lab By group Jean Pierre
18:00 – 19:00 Supper -
19:00 – 21:00 Introduction of circuit TBA
Supplementary support
Day 2; Saturday, March, 14th, 2009: Body of a car
8:00 – 8:30 Material distribution ET lab All Jean Pierre
Instruction
8:30 – 12:30 Making of car body ET lab By group Jean Pierre
12:30 – 13:30 Lunch -
13:30 – 17:30 Test run and improvement of the car ET lab By group Jean Pierre
18:00 – 19:00 Supper -
19:00 – 21:00 Supplementary support TBA
th
Day 3; Sunday, March, 15 , 2009: Race and Way forward
8:00 – 9:00 Introduction of electronic circuit ET lab All Jean Pierre
- Arrangement and Wiring Masahumi Tsuji
- PWM drive and Liner drive (JICA)
- Wireless control
- Microcomputer control
- Feedback control etc.
9:00 – 10:00 Instruction of the race ET lab By group Jean Pierre
Preparation for the race
10:00–12:30 Race AE ws All Wilson
12:30-13:00 Closing AE ws All Wilson
13:00 – 14:00 Lunch -
14:30 – Leave Tumba College of Technology - -
Attachment - 17
Questionnaire of engineering workshop
Questionnaire d’appreciation du Workshop
Type of participation: Student / Teacher

Statut du participant: Etudiant/ Professeur
School level: A2 / A1 / A0 (Please circle)

Niveau de l’ecole: A2 / A1 / A0 (veuillez entourer la bonne reponse)
Major field of study:
Option d’etude:
Please tick in the check-box that best fits your answer Question 1) to 6) and Question 13, 14).
Veuillez cocher la case qui correspond a votre réponse pour les Question 1 a 6 et 13, 14.
1) Did you enjoy the workshop? Very much Fair Not very much
Avez-vous apprécié l’atelier? Beaucoup Moyen non
Very much Fair Not very much
Number 59 0 0
% 96.7% 0.0% 0.0%
2) How do you assess organization of the workshop?

Comment percevez-vous l’organisation de l’atelier?
Period (3 days) Very Long Long Fair Short Very Short
Temps (3 jours) Très long Long bon Court Très court
V. long long Fair Short V. short
Number 0 3 12 32 12
% 0.0% 4.9% 19.7% 52.5% 19.7%
a. Venue (TCT) Very Good Good Fair Poor Very Poor

L’endroit (TCT) Très bien bien moyen mauvais Très mauvais
V. good Good Fair Poor V. poor
Number 31 24 3 2 0
% 50.8% 39.3% 4.9% 3.3% 0.0%
b. Accommodation Very Good Good Fair Poor Very Poor

Logement Très bien Bien Moyen Mauvais Très mauvais
Number 32 22 5 1 0
% 52.5% 36.1% 8.2% 1.6% 0.0%
1/7
c. Food Very Good Good Fair Poor Very Poor
Nourriture Très bien Bien Moyen Mauvais Très mauvais
Number 34 21 6 0 0
% 55.7% 34.4% 9.8% 0.0% 0.0%
d. Surroundings Efficient Comfortable Fair Uncomfortable Confined

Encadrement Très bien Bien Moyen Mauvais Très mauvais
efficient comfortable fair Uncomfortable confined
Number 28 27 4 1 0
% 45.9% 44.3% 6.6% 1.6% 0.0%
e. Instructors Very Supportive Supportive Fair

Professeur Tres encourageant Encourageant Moyen
instructors V. supportive Supportive
Number 43 14 4
% 70.5% 23.0% 6.6%
f. Number of instructors Too many Enough Fair Few Insufficient

Nombre de professeur Trop Assez Moyen Peu Insuffisant
Too many Enough fair few Insufficient
Number 0 36 16 7 2
% 0.0% 59.0% 26.2% 11.5% 3.3%
g. Explanation Clear Fair Insufficient

Explication Claire Moyen Insuffisant
clear fair Insufficient
Number 45 14 2
% 73.8% 23.0% 3.3%
h. Handout Helpful Fair Insufficient Not Referred

Suivi Productive Moyen Insuffisant Non-existant
helpful fair insufficient Not referred
Number 44 16 0 0
% 72.1% 26.2% 0.0% 0.0%
i. Overall Very Good Good Fair Poor Very Poor
En général Très biern Bien Moyen Pauvre Très pauvre
Number 36 23 0 1 0
% 59.0% 37.7% 0.0% 1.6% 0.0%
2/7
3) How do you assess topics/contents in the workshop?
Comment percevez-vous le sujet et le contenu de l’atelier?
j. Contents Very Good Good Fair Poor Very Poor
Contenu Très bien Bien Moyen Pauvre Très pauvre
Number 38 21 1 0 0
% 62.3% 34.4% 1.6% 0.0% 0.0%
k. Level Very DifficultDifficult Fair Easy Very Easy

Niveau Très dure Difficile Moyen Facile Très facile
V. difficult difficult fair easy V. easy
Number 2 5 43 5 2
% 3.3% 8.2% 70.5% 8.2% 3.3%
l. Relevancy to your study Very High High Fair Low Very Low
Relevance sur vos études Tes important Important Moyen Bas Très bas
V. high high fair low V. low
Number 31 14 14 1 0
% 50.8% 23.0% 23.0% 1.6% 0.0%
m. Usefulness Very High High Fair Low Very Low

L’utilité de l’atelier Tes important Important Moyen Bas Très bas
Number 44 11 6 0 0
% 72.1% 18.0% 9.8% 0.0% 0.0%
n. Interests Very High High Fair Low Very Low

L’intérêt Tes important Important Moyen Bas Très bas
Number 52 7 1 1 0
% 85.2% 11.5% 1.6% 1.6% 0.0%
o. Overall Very Good Good Fair Poor Very Poor

En général Tres bien Bien Moyen Pauvre Très pauvre
Number 42 19 0 0 0
% 68.9% 31.1% 0.0% 0.0% 0.0%
4) How did you participate in the workshop?

Comment avez-vous participé a l’atelier?
3/7
a. Decision of participation By principal By teacher On your will
Décision prise Par le principale Par le professeur Par vous-même
principal teacher Your will
Number 12 14 34
% 19.7% 23.0% 55.7%
b. Previous practical experiences Enough Several times A few times Never

Précédent expérience d’atelier Assez SouventParfois Jamais
Enough Several A few Never
Number 8 27 18 5
% 13.1% 44.3% 29.5% 8.2%
c. Group work Very Good Good Fair Poor Very Poor

Travail de groupe Très bien Bien Moyen Pauvre Très pauvre
Number 34 21 5 1 0
% 55.7% 34.4% 8.2% 1.6% 0.0%
d. Level of your understanding Very Good Good Fair Poor Very Poor
Niveau de compréhension Très bien Bien Moyen Pauvre Très pauvre
Number 22 34 5 0 0
% 36.1% 55.7% 8.2% 0.0% 0.0%
e. Degree of your satisfaction Very Good Good Fair Poor Very Poor
Votre dégrée de satisfaction Très bien Bien Moyen Pauvre Très pauvre
Number 33 24 2 0 0
% 54.1% 39.3% 3.3% 0.0% 0.0%
5) Did you make friends in other schools? Enough Several A Few None
Avez-vous fait des amis a l’atelier? Assez Beaucoup Un peu Non
enough several A few None
Number 16 38 7 0
% 26.2% 62.3% 11.5% 0%
6) Did you learn from other schools? A Lot Fair Little None
Avez-vous appris d’autre école? Beaucoup Moyen Peu Non
4/7
A lot fair little None
Number 22 19 13 6
% 36.1% 31.1% 21.3% 9.8%
7) Please indicate what you learned from the workshop.

Indiquez s’il vous plait ce que vous avez appris de l’atelier.
¾ Practice and application of theories
¾ Team work in making a remote-control car
¾ Making and testing electronic circuit
¾ Work consciously
¾ Work with energy and confidence
¾ Learn how to use some unfamiliar materials (eg.oscioscope)
¾ Working hard without matter on time and gaining practical skills
¾ Working in group and as a teacher, I learned how to encourage students
¾ Know how to use some materials like multimeter, DC motors etc
¾ Learn how to use IC and OP for the first time
8) Please indicate what you enjoyed most in this workshop.

Indiquez s’il vous plait ce qui vous a plus le plus dans l’atelier
¾ Making a car using electronic circuit
¾ Car running
¾ Team work while making a car, and get skills in making a car with electric circuit by electric motors
¾ Enthusiasm in working within groups
¾ Efficient materials and organization of the workshop in laboratory
¾ Enjoyed with quality materials and teachers’ involvement
¾ It showed that some one can work together with people from other fields of study and achieve many good
thinks
¾ Enjoyed with practical exercise
¾ Enjoyed with supervisor’ collaboration with students, necessary materials and guidance from
supervisors
¾ Enjoyed with meeting many people working together in order to make competition
9) What topic did you find easy?

Quel sujet avez-vous trouvé facile?
¾ Controlling a car
¾ Putting components on the board following the drawing
¾ Joining and connecting a motor
¾ Understanding of electrical components assembly e.g. Integrated Circuit
¾ Making a car body
¾ Connecting the electrical components
¾ Circuit assembling
5/7
¾ Soldering and in general there was no difficulty due to the support from supervisors
¾ No easy topic
10) What topic did you find difficult?

Quel sujet avez-vous trouvé difficile?
¾ Know how to connect the electric component and to run the car
¾ Construct the physical part of the car
¾ Know how to fabricate materials like transistor
¾ Using the VR to control variation of circuit
¾ Making electric circuit
¾ Nothing difficult because of idea exchange with supervisors
¾ There is no easy topic. This is because of the first experience we made
¾ Nothing was difficult because supervisors supported us while making circuits
11) Please indicate any topics/methods if you would like to learn more to improve your skills and knowledge.
Indiquez s’il vous plait ce que vous voudriez approfondir pour améliorer vos compétences.
¾ Strengthen the explanations on different electronic machine circuits
¾ Soldering and wiring skills and electronic circuit analysis from the pattern diagram
¾ Propose any other topic on communication system (telecommunication)
¾ Making complex amplifier circuits with transistors
¾ Need to learn more on electronics and increase knowledge in mechanical field
¾ Request more skills development skills on robots energy and wireless (33);
¾ Needed improvement in control system (how to make a circuit control with ICs)
¾ Improvement quick practice and test what achieved
¾ Automatic robot design, step by step from the beginning to the end until the robot is working properly
¾ Robotics programming and controlling robots with programs by giving hem brain
¾ Learn about solar car and principle on function of robot
12) Please indicate recommendations/comments if any.

Indiquez s’il vous plait vos éventuel recommandation et commentaires.
¾ Need to design syllabus containing as many experiments as it can be done and distribute to technical
schools and plan for the competition then. And after a certain period, it would be better to call
participants to present their products. This will reduce the workshop costs and motivate many persons
on the matter and will allow the growth of science and technology in our country
¾ This workshop was a good occasion for practice and there is need to do more
¾ Some instructors were not helpful at all. There may be instructors’ seminar before organizing the
workshop. Those instructors must be from different institutions not only from TCT
¾ Recommendations: Increase the number of participants and duration of the next workshop more than 3
days
¾ preparation of the workshop for teachers is strongly recommended
6/7
¾ The workshop is really wonderful and helpful for students’ competitiveness and better performance in
their field of study and he/she is interested to attend similar workshops
13) Do you want to participate in the similar workshop in the future? Yes No
Voudriez-vous participer encore a un atelier similaire? Oui Non
Yes No
Number 59 0
% 96.7% 0.0%
14) Did you succeed to make your car running? Yes No
Avez-vous réussis a finir complètement votre voiture? Oui Non
Yes No
Number 54 5
% 88.5% 8.2%
If not, please explain why:

Si non, expliquez s’il vous plait pourquoi:
Not Applicable
Thank you for your cooperation and participation.

Merci pour votre participation et coopération!
7/7

The Project For Strengthening The Capacity of Tumba College of Technology (TCT) The Republic of Rwanda

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The Project For Strengthening The Capacity of Tumba College of Technology (TCT) The Republic of Rwanda

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Ministry of Education

The Republic of Rwanda

The Project for Strengthening the Capacity of

The Republic of Rwanda

Progress Report No.2

Japan International Cooperation Agency

System Science Consultants Inc.

KSC under rehabilitation Interview for teacher recruitment

Biogas TOT collaborating with MININFRA Biogas training for teachers

ET department meeting IT TAG meeting

Engineering workshop (1) Engineering workshop (2)

2. Project design ................................................................................................................. 2

3. Input of experts from September to December 2008 .................................................... 3

4. Activities on project management ................................................................................. 4

5. Activities on output-2 ..................................................................................................... 5

6. Activities on output-3 ................................................................................................... 13

7. Activities on output-4 ................................................................................................... 20

Table-1 Outline of Project Design Matrix

Duration July 2007 to June 2012 (5years)

Direct Target Teaching staff and administrative staff of TCT

Human resource development in science, technology and innovation in Rwanda

2.2 Project period

2.3 Major Stakeholders

2.4 Project site and target area

3. Input of experts from September to December 2008

Ryuichi Nishiyama Chief Advisor 2.50

Keiichi Yoshida Alternative Energy 2.33

Table-3 Input of third country experts

Krishna Nakarmi Microhydro Power 1.30

Ravi Chhetri Biogas 1.47

Karuna Bajracharya Sociology 0.93

Satish Aryal Improved Cooking Stove 0.93

Total M/M 4.63

4. Activities on project management

4.2 Kigali Satellite Campus

4.3 News letter

4.4 Project home page

Table-4 Suggestions to the curriculum and corresponds

Table-5 Curriculum modification with reason

5.1.2 New teaching materials

Table-6 New teaching materials

(1) Current situation of the students

(2) Study environment and motivation

(3) Poor teaching materials for the teacher

(4) Teaching method and contents

(5) Specialization of AE technology and social needs

The activities and outcomes by the experts are as follows.

(1) Review and modification of the curriculum and syllabus

(2) Special lecture in the class by Nepalese expert

(3) Formulation of the course manuals

5.4 Equipment and facilities

Table-8 Equipment procured for IT department

Table-9 Equipment procured for ET department

Table-10 Equipment procured for AE department

(1) Teachers’ working attitude

(2) Stability of the workforce

(3) Teaching method

During the expert’s stay following activities are conducted in IT department.

(1) Presentation by the participant to the training in Japan

2008　Japan Fiscal Year 2009　Japan Fiscal Year